1

What is Interpersonal Communication?

Interpersonal communication is exchange of information between two or more people.
It is also an area of study. Related skills are learned and can be improved. During
interpersonal communication there is message sending and message receiving. This can be
conducted using both direct and indirect methods. Successful interpersonal communication is
when the message senders and the message receivers understand the message.

Functions of Interpersonal Communication

Interpersonal communication is important because of the functions it achieves.
Whenever we engage in communication with another person, we seek to gain information
about them. We also give off information through a wide variety of verbal and nonverbal
cues. Read more about the various functions of interpersonal communication and then
complete the interactive activity and the quiz at the end of this unit.

1. Gaining Information: One reason we engage in interpersonal communication
is so that we can gain knowledge about another individual. Social Penetration Theory says
that we attempt to gain information about others so that we can interact with them more
effectively. We can better predict how they will think, feel, and act if we know who they are.
We gain this information passively, by observing them; actively, by having others engage
them; or interactively, by engaging them ourselves. Self-disclosure is often used to get
information from another person.

2. Building a Context of Understanding: We also engage in interpersonal
communication to help us better understand what someone says in a given context. The
words we say can mean very different things depending on how they are said or in what
context. Content Messages refer to the surface level meaning of a message. Relationship
Messages refer to how a message is said. The two are sent simultaneously, but each affects
the meaning assigned to the communication. Interpersonal communication helps us
understand each other better.

3. Establishing Identity: Another reason we engage in interpersonal
communication is to establish an identity. The roles we play in our relationships help us
establish identity. So too does the face, the public self-image we present to others. Both roles
and face are constructed based on how we interact with others.

4. Interpersonal Needs: Finally, we engage in interpersonal communication
because we need to express and receive interpersonal needs. William Schutz2 has identified
three such needs: inclusion, control, and affection. Inclusion is the need to establish identity
with others. Control is the need to exercise leadership and prove one's abilities. Groups
provide outlets for this need. Some individuals do not want to be a leader. For them, groups
provide the necessary control over aspects of their lives. Affection is the need to develop
relationships with people. Groups are an excellent way to make friends and establish
relationships.




2

Elements of Interpersonal Communication

1. People: - Recall that interpersonal communication between any two people
ranges from impersonal at one end of an imaginary continuum to intimate at the other
end. When you respond impersonally to another person, you communicate with him based on
your limited knowledge of the categories in which you place that personthat is, the social
groups or the culture to which you believe he belongsrather than on your personal
experience interacting with that individual.
In contrast, when you respond to someone personally, you respond to her as an
individual, drawing on your knowledge of her personality to guide your interactions. In other
words, your past experience with the individual allows you to differentiate her from the
groups to which she belongs. You now take this unique person and her needs into account
when you communicate. As a relationship develops and you get to know someone better, not
only can you describe the persons behaviour, but you can also more accurately predict how
he or she will behave when facing a particular situation or set of circumstances. When you
know a person very well, sometimes you can also explain that persons behaviour, offering
reasons for his or her actions. For instance, when you share an impersonal relationship with
someone at work, you can likely describe his behaviourmaybe his procrastination in
completing an assignment. When you see a supervisor giving him a project to work on, you
may be able to predict that he will not complete it on time. Were you to share a more personal
relationship with your co-worker, however, you might also be able to explain the reasons
behind the procrastinationwhy he is unable to meet a deadlinesuch as concerns about a
childs illness or feelings of inadequacy.
Each party in an interpersonal relationship participates in the functions of sending and
receiving messages. Each functions simultaneously as sender and receiver, both parties
giving outland taking in messages.

2. Message: -We negotiate the meaning we derive from interpersonal
communication by sending and receiving verbal and nonverbal messages. Whom we speak
to, what we choose to speak about, what we do as we interact, the words we use, the sound of
our voices, our posture, our facial expressions, our touch, and even our smell constitute the
message or the content of our communication. Everything we do as a sender or a receiver has
potential message value for the person with whom we are interacting or for someone
observing the interaction.
Messages can be conveyed through any one of our five senses: auditory, visual,
gustatory, olfactory, or tactile. They can be heard, seen, tasted, smelled, or felt, and they are
situational/ manipulation, or communicated by the environment. Some of our messages we
send purposefully (I want to be very clear about this), while others, such as nervous tics,
we emit unconsciously or accidentally (I didnt know you knew how I felt about this).
Everything we do when interacting with another person has potential message value as long
as the other person is observant and gives meaning to our behaviour. Whether we frown,
jump for joy, move closer, turn away, or go on and on, we are communicating messages that
have some effect on someone else.

3. Channel: -Messages travel via a channel, a medium that connects sender and
receiver, much as a bridge connects two locations. In face-to-face communication, we send
and receive messages through the five senses as discussed above. In effect, we may use
multiple channels at the same time to communicate a single message. In fact, under most
circumstances, interpersonal communication is a multichannel interaction using visual,
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auditory, tactile, olfactory, and situational/ manipulation means to convey both verbal and
nonverbal messages. Consider a first date: to prepare, you make sure you look and smell nice;
you choose a quiet setting to ensure you can hear each other; and you generally put your best
face forward in both verbal and nonverbal ways in order to say, I like you and I hope you
like me too.
Capable communicators are adept channel switchers. They know how to use sound,
sight, touch, taste, smell, and the environment, as well as traditional words and nonverbal
signs, to get messages across. However, if you find yourself consistently tuning in on just one
channel, you might miss the most salient parts of a message. For instance, if you speak to
people only over the phone, you might miss the underlying message when your best friend
asks, Is everything okay? I havent seen you in a while. While we may prefer to send or
receive messages through a particular channel, we should pay attention to and use all of the
available channels.
Today, with computer-mediated communication, we have a richness of channels to
choose from. In addition to face-to-face contact, we have texting and instant messaging, for
example. If one channel is closed or damaged, we can open another to compensate. For
instance, rather than assuming that a blind or sight-impaired person will be able to recognize
us by our voice, we should also name ourselves. Since the blind person is unable to see the
visual cues we use to colour in or shade the meaning of a verbal message, we may also need
to take special care to ensure that the meanings we want conveyed are contained in the words
we choose and the expressiveness of our voice.

4. Noise: -In communication studies, noise includes anything that interferes with or
impedes our ability to send or receive a message. Noise distracts communicators by focusing
their attention on something extraneous to the communication act. Effective communicators
find ways to ensure their messages get through accurately despite any interfering noise.
Noise emanates from both internal and external sources. The words used, the
environment, physical discomfort, psychological state, and intellectual ability can all function
as noise. As the level of noise increases, it becomes more and more unlikely that we will be
successful at negotiating or sharing meaning. Among the external sources of noise are the
sight, sound, smell, and feel of the environment. A drab room, an overly warm space, a loud
siren, an offensive door, and too many conversations occurring at the same time are all
examples of environmental noise.
Among the internal sources of noise are personal thoughts and feelings. Racism,
sexism, feelings of inadequacy, hunger, excessive shyness or extroversion, and deficient or
excessive knowledge can all interfere with the ability to send and receive messages
effectively. Most of us find it easier to cope with external noise than with internal noise
because closing a window, for example, is usually a lot easier than opening a mind or
changing a personality.

5. Feedback: -Feedback is information we receive in response to messages we
have sent. It can be both verbal and nonverbal and lets us know how another person is
responding to us. Feedback provides clues as to how we are coming across, whether we
were heard through the noise or interference, and how the receiver interpreted our
communicative efforts. Feedback reveals whether or not our message was interpreted as we
hoped and, if not, which portions of the message need to be resent.
Feedback can be positive or negative. Positive feedback enhances behaviour in
progress. It serves a reinforcing function, causing us to continue our behaviour. In contrast,
negative feedback stops behaviour in progress. It serves a corrective function, prompting us
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to discontinue one or more behaviours because of their apparent ineffectiveness. In this way,
negative feedback helps eliminate behaviour that others judge inappropriate.
Because we constantly communicate with ourselves (even as we communicate
interpersonally), feedback can emanate from both internal and external sources. Internal
feedback is the feedback you give yourself as you assess your own performance during an
interpersonal transaction. External feedback is feedback you receive from the other person.
Competent communicators are sensitive to both feedback types, since both serve important
functions.
Feedback often focuses on a person or a message. We can, for example, comment on a
persons appearance or message effectiveness. In addition, we can be totally honest about
feedback, offering low-monitored feedback, or we can carefully craft a response designed to
serve a particular purpose, offering high-monitored feedback. Whether our feedback is
spontaneous or guarded depends on how much we trust the other person and how much
power that person has over our future.
We can also offer immediate or delayed feedback. Immediate feedback instantly
reveals its effect on us. For example, after someone tells us a joke, we may laugh really hard.
Other times, however, a gap occurs between the receipt of the message and the delivery of
feedback. For example, we can nod our head yes or shake our head no every time the other
person says something we do or do not agree with. Or we can withhold our reaction until
after she or he has finished speaking. When we interview for a job, we are rarely told
immediately after the interview whether we will be given the position. Instead, we receive
delayed feedback; sometimes days, weeks, or even months pass before we know whether or
not the interview was successful.
Feed forward is a variant of feedback. However, instead of being sent after a message is
delivered, it is sent prior to a messages delivery as a means of revealing something about the
message to follow. Feed forward introduces messages by opening the communication channel
and previewing the message. Phatic communication (see Chapter 12), that is, a message that
opens a communication channel, such as this texts cover or preface, serves as an example of
feed forward.

6. Effect: -As we interact with each other, we each experience an effectmeaning
that we are influenced in some way by the interaction. One person may feel the effects more
than the other person. One person may react more quickly than the other. The effects may be
immediately observable or initially not observable at all.
An effect can be emotional, physical, cognitive, or any combination of the three. As a
result of interacting with another we can experience feelings of elation or depression
(emotional); we fight and argue or walk away in the effort to avoid a fight or argument
(physical); or we can develop new ways of thinking about events, increase our knowledge
base, or become confused (cognitive).
There is a lot more to interpersonal communication and its ultimate effects than we may
immediately realize. In fact, current relationships may best be considered examples of
unfinished business.

7. Context: -The environmental and situational or cultural context in which the
communication occurs (its setting) can also affect its outcome. The environmental context is
the physical location of the interaction. The situational or cultural context comprises the life
spaces or cultural backgrounds of the parties in the dyad. In many ways, surrounding culture
and physical, social, psychological, and temporal settings are integral parts of
communication.
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The physical setting includes the specific location for the interaction that is the settings
appearance and condition. A candlelit exchange may have a different feel and outcome from
one held in a busy, brightly lit office. The social setting derives from the status relationships
and roles assumed by each party. Some relationships seem friendlier and are less formal than
others. The psychological setting includes the interactions emotional dimensions. It
influences how individuals feel about and respond to each other. The temporal setting
includes not only the time of day the interaction takes place but also the history, if any, that
the parties to it share. Any previous communication experience that you and another person
have had will influence the way you treat each other in the present. The cultural context is
composed of the beliefs, values, and rules of communication that affect your behaviour. If
you and the other person are from different cultures, the rules you each follow may confuse
the other or lead to missing chances for effective and meaningful exchanges. Sometimes the
context is so obvious or intrusive that it exerts great control over our interaction by restricting
or dominating how we relate to one another; other times it seems so natural that we virtually
ignore it. In an organization communication occurs between members of
different hierarchical positions. Superior-subordinate communication refers to the
interactions between organizational leaders and their subordinates and how they work
together to achieve personal and organizational goals
1
Satisfactory upward and downward
communication is essential for a successful organization because it closes the gap between
superior and subordinates by increasing the levels of trust, support, and the frequency of their
interactions.






















6

Downward Communication

In a workplace environment, orders being given from superiors to subordinates are the
most basic form of downward communication. These are usually done via manuals and
handbooks, oral communication, and/or written orders. Two other forms of downward
communication are when a customer gives orders to a supplier and
when shareholders instruct management to do certain things.
In a study conducted by John Anderson and Dale Level, the following were cited to be
benefits of effective downward communication:
Better coordination
Improved individual performance through the development of intelligent
participation
Improved morale
Improved consumer relations
Improved industrial relations.
In order for downward communication to be effective, the superior should remain
respectful and concise when giving orders, they should make sure the subordinate clearly
understands instructions, and they should give recognition for admirable performance.

Upward Communication

Upward communication is the process of transmitting information from the bottom
levels of an organization to the top levels. It includes judgments, estimations, propositions,
complaints, grievance, appeals, reports, etc. from subordinates to superiors. It is very
important because it serves as the response on the success of downward
communication. Management comes to know how well its policies, plans, strategies and
objectives are adopted by those working at lower levels of the organization.4 Upward
information flow can be very beneficial for an organization, especially when it is encouraged
by the management. When a manager is open to upward communication, they help foster
cooperation, gain support, and reduce frustration.
The channel of communication is a very significant variable in the upward
communication process. Channel refers to the means of which messages are transported. It
can be face-to-face, over the telephone, written, etc. Communication channel affects
subordinate's overall satisfaction with upward communication. Certain channels are easily
ignored, which can leave subordinates less satisfied with upward communication. A
subordinate who is satisfied with his/her upward communication will be less apprehensive
about communicating upward than a subordinate who is unsatisfied with his/her upward
communication








7

Relationship Maintenance

Maintaining the relationship between superior and subordinate will differ greatly,
depending on the expectations of the individual parties. Some will settle for nothing less than
a close friendship with their superior, others may be just focused on maintaining a
professional relationship, while those may not get along with their superiors may be focused
on just maintaining a civil relationship. The unusual relationship between superior and
subordinates requires specific maintenance strategies since some typical ones, like avoidance,
are unacceptable.6 There are four common types of relationship maintenance strategies for
this variation of relationship. First there are informal interactions, such as joking and non-
work related conversations that emphasize creating a friendship. There are also formal
interactions, such as politeness and respect for the superior's authority, that help to create a
professional superior-subordinate relationship. There are also tactics to appear impressive to
the superior, such as a hesitancy to deliver bad news or being enthusiastic. The final
relationship maintenance strategy includes open discussion about the relationship with the
superior, including explicitly telling them how they want to be treated in the workplace.
Communication plays an important role in today's business. Communication skills are
important as well as technical skills. Without good communication skills employees cannot
express their ideas with managers and get along with co-workers and clients. Improvement in
communication skills is very helpful. People can have a good first impression to others if they
communicate well with others. "No matter how eloquent, personable, or persuasive your
words are, they contribute only 7% to the overall message sent in face-to-face contact.
Personal style, voice, and body signals, or the "image" you portray, count for 93% of that
critical first impression" ( Taylor 1).

Basic Principles of Effective Communication

There are some basic principles of effective face-to-face communication such as take
the time, be accepting of the other person, do not confuse the person with the problem, say
what you feel, listen actively, and give time and specific feedback.

1. Take the time: Managers mainly deal with subordinates that have different
cultures, different status, different norms, so they have to give extra effort to developing good
rapport with subordinates. That is the reason why good communication takes time

2. Be accepting of the other person: To have effective communication with
subordinates, managers need to be accepting of the subordinates. They need to put
themselves in the subordinates' place and see things from their perspective. By doing that,
this will increase the managers' acceptance to subordinate.

3. Do not confuse the person with the problem: Managers need to focus on the
problem-oriented rather than the person-oriented. They should focus on what the person did,
not who the person is.

4. Say what you feel: Managers need to be sure that their words, thoughts, feelings,
and actions must contain the same message. This is another way for them to have effective
communication with subordinates.

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5. Listen Actively: Effective communication needs good listening. "Listening is an
important part of effective communication. By listening, we can show concern and interest in
understanding both the person and the situation" ( Taylor 2). The following are some
techniques of active listening:
Watch your body language
Paraphrase what the speaker means
Show empathy
Ask question
Wait out pauses
6. Give Timely and Specific Feedback: Managers need to give subordinates feedback
about their behavior soon and be explicit about it.

Basic Principles of Cross-cultural Communication

1. Assume differences until you know otherwise: in a cross-culture situation,
managers have to assume that such differences exist until they are proven wrong.
2. Recognize differences within cultures: subordinates from different countries will
have different personalities, skills, and problems.
3. Watch your language: Use simple language. Avoid cliches, jargon, and slang until
you are communicating with a person who is very fluent in English.






















9

Organizational Approaches To Improving Communication

Communication may be the process most central to the success or failure of an
organization. It is through communication of one kind or another that employees learn what
is expected of them, find out how to do their jobs, and become aware of what others think of
their work. Because the transmission and reception of information play such an important
role in organizational life, effective communication ought to be related to favorable employee
work attitudes (Orpen 1997).
Organization needs certain techniques to improve communication (See "Ethical Focus:
Firms Use Innovative Communication Techniques to Foster Ethics"). Chapter 14 and Chapter
17 will discuss more about other communication techniques.



Choosing the Correct Medium

Communication is choosing the right medium to carry the intended message. A medium
must be able to transmit the appropriate information richness. Information richness is the
potential information-carrying capacity of a communication. Information richness includes a
face-to-face transmission of information, telephone conversation, written letters or memos,
and communicating via numeric computer. Base on Exhibit 11.5 communication media is
ranking information richness from highest ranking of face-to-face to lowest ranking of
numeric formal. Face-to-face communications have the sender, audio and visual channel,
body and verbal language, and immediate feedback. Telephone conversation is fairly rich, but
it is limited to audio channel. Written memos or letters are good for repetitious and non-
controversial impersonal communication. Numeric computer output is best only for numeric
language.

360-Degree Feedback

Communication of certain information requires feedback. There are two kinds of
feedback when a message is communicate with other party. The first one is the traditionally
downward communication. For instance, the employer appraises the performance of
employee by telling the subordinate how he or she is doing. The second kind of feedback is
two-way communication process in which the employee and employer appraise each other
performance. Two-way feedback is also called 360 degree feedback, performance appraisal
that uses the input of superiors, subordinates, peers, and clients or customers of the appraised
individual. The 360-degree feedback appraises the behaviour of an individual and is a tool for
employee development. The source of feedback may contradict each other, but a good
designed 360-degree feedback will provide data about the persons performance.

10

Employee Surveys and Survey Feedback

Surveys are a way to find out the attitudes and opinions of employees. Usually, an
organization provides survey questionnaires to employee. These questionnaires enable
employees to state their candid opinions and attitudes about an organization and its practices.
The survey and feedback show an upward and downward communication. There are case
study showing the quality of communication and employee job satisfaction and work
motivation was examined among a sample of 135 managers from 21 different firms.
Results of the survey should be given back to employees and managers to determine if
changes are necessary.



Suggestion Systems and Query Systems

In order to improve communication in the organization, many companies use
suggestion systems. "Suggestion systems are programs designed to enhance upward
communication by soliciting ideas for improved work operations from employees."
(Organizational Behaviour, p.368). Employees can express their recommendation by putting
the written ideas in the suggestion box. Sometimes, company has a reward for employee who
has the best suggestion. Another model related to suggestion systems is query systems.
Employees can find an answer for the frequently asking question.

INSTRUCTIONS: -

Questionnaire contains questions about different styles of pathgoal leadership.
Indicate how often each statement is true of your own behaviour.
Key: 1 = Never 2 = Hardly ever 3 = Seldom 4 = Occasionally 5 = Often 6 = Usually 7 =
Always
1. I let subordinates know what is expected of them. 1 2 3 4 5 6 7
2. I maintain a friendly working relationship with 1 2 3 4 5 6 7subordinates.
3. I consult with subordinates when facing a problem. 1 2 3 4 5 6 7
4. I listen receptively to subordinates ideas and 1 2 3 4 5 6 7suggestions.
5. I inform subordinates about what needs to be done 1 2 3 4 5 6 7and how it needs to
be done.
6. I let subordinates know that I expect them to perform 1 2 3 4 5 6 7at their highest
level.
7. I act without consulting my subordinates. 1 2 3 4 5 6 7
8. I do little things to make it pleasant to be a member 1 2 3 4 5 6 7of the group.
9. I ask subordinates to follow standard rules 1 2 3 4 5 6 7and regulations.
10. I set goals for subordinates performance that are 1 2 3 4 5 6 7quite challenging.
11. I say things that hurt subordinates personal feelings. 1 2 3 4 5 6 7
11

12. I ask for suggestions from subordinates concerning 1 2 3 4 5 6 7how to carry out
assignments.
13. I encourage continual improvement in subordinates 1 2 3 4 5 6 7performance.
14. I explain the level of performance that is expected 1 2 3 4 5 6 7of subordinates.
15. I help subordinates overcome problems that stop 1 2 3 4 5 6 7them from carrying
out their tasks.
16. I show that I have doubts about subordinates ability 1 2 3 4 5 6 7to meet most
objectives.
17. I ask subordinates for suggestions on what assignments 1 2 3 4 5 6 7should be
made.
18. I give vague explanations of what is expected of 1 2 3 4 5 6 7 subordinates on the
job.
19. I consistently set challenging goals for subordinates 1 2 3 4 5 6 7 to attain.
20. I behave in a manner that is thoughtful of subordinates 1 2 3 4 5 6 7 personal
needs.

Scoring

1. Reverse the scores for Items 7, 11, 16, and 18.
2. Directive style: Sum of scores on Items 1, 5, 9, 14, and 18.
3. Supportive style: Sum of scores on Items 2, 8, 11, 15, and 20.
4. Participative style: Sum of scores on Items 3, 4, 7, 12, and 17.
5. Achievement-oriented style: Sum of scores on Items 6, 10, 13, 16, and 19.

Scoring Interpretation

Directive style: A common score is 23, scores above 28 are considered high, and
scores below 18 are considered low.
Supportive style: A common score is 28, scores above 33 are considered high, and
scores below 23 are considered low.
Participative style: A common score is 21, scores above 26 are considered high,
and scores below 16 are considered low.
Achievement-oriented style: A common score is 19, scores above 24 are
considered high, and scores below 14 are considered low.

The scores you received on the pathgoal questionnaire provide information about
which style of leadership you use most often and which you use less often. In addition, you
can use these scores to assess your use of each style relative to your use of the other styles.






12

Case 1
If you are extremely busy, I am extremely stubborn!
One nurse working in a bustling hospital, who is effective at managing her boss, shared her
simple technique for getting that incredibly busy bosss attention: Stalking!
Heres what she said: My boss is responsible for forty-three nurses, technicians, and aides
all reporting directly to him and nobody else. He is also responsible for a hospital annex in a
different location. So its pretty hard to get his attention. What does the nurse do to get her
bosss attention? I have a pretty good idea of his schedule and his M.O. I know what door he
comes in and when, the root he takes to the locker room and to the cafeteria for coffee or to
the vending machine for the two diet cokes. When he is free for a moment, Im right there
waiting for him. Ive learnt there are certain places when he really doesnt want me to try to
talk to him, like when he is in the locker room. But there are other places and times when I
know he will give me five, six or even seven minutes. Its not ideal, but Ive gotten into a
routine now of meeting with him while he gets his coffee in the morning or his diet coke in
the afternoon. I prepare in advance with the issues and questions I need to run by him. Ive
got my pen and notebook, and I stand there taking notes.
What happens when the nurse and her boss are not working in the same shift? Sometimes if
he is not working the shift after me, I will wait and catch him on the way in. If he is working
the shift before me, its a bit harder because I havent found the right time and place to get
him on his way out the door. I guess Ill have to stock him a bit more to figure out the best
way to get his attention when he is leaving!
Overview:
Nancy, a nurse working in a bustling hospital, has come up with a a simple technique for
getting her incredibly busy boss's attention: stalking!

Issues Involved:
Nancy's boss can be extremely busy to pin down for a scheduled one-on-one. Her boss is
responsible for 43 nurses, technicians, and aides all reporting directly to her and nobody else.
She is also responsible for a hospital annex in a different location. Inevitably, she has become
unintentionally negligent. The guidance and clarification that Nancy requires isn't
forthcoming.

Core Problem:
Due to ineffective interpersonal communication between the boss and Nancy, her
productivity is being affected.

Solution:
I have a pretty good idea about her schedule and MO. When she has a free moment, I'm
right there waiting for her.

Nancy has figured out that stalking her boss as she goes about her day is the solution to her
13

problem. She has learnt that there are certain places and times when she really doesn't want to
be spoken to. But there are other places and times when she is more liberal with her time and
attention. Nancy has now gotten into a routine of meeting with her while she gets her coffee
in the morning or her Diet Coke in the afternoon. Thus Nancy prepares in advance with the
issues and questions. She brings along a pen and a notebook, and stands there taking notes.

The cases observes that:
Sometimes the best you can do is stage spontaneous one-on-one meetings.
If you handle them right, you can turn ad hoc one-on-ones into regular meetings.
Pay close attention to the boss's routine.
Figure out where and when the boss does and does not want to have ad hoc meetings.
Be prepared in advance for every staged spontaneous one-on-one.
Keep the meeting focused and quick.



Case 2
Force it up on him
An engineer on a design told me about his boss- Ill call him Adam-who seemed unwilling to provide
concrete timelines for work for work assignments. If this engineer or the co-workers asked about the
deadline, schedule, or time budget, Adams always answered in roughly the same way. If you ask
him, what is the deadline? Adam would just say, as soon as you can get it done. If you asked him
how much time would you spend on this particular task? Adam would answer get it done as soon as
you can get it done. It was incredibly frustrating, the engineer confessed. But this frustrating
situation led the engineers on his team to a clever boss managing solution.
The engineer continued: We all learned to pepper Adam with hypothetical timeframes: would a
deadline of March 15 work? and Adam would say As soon as you can. Wed counter March 15?
Finally Adam would respond, Well no. March 15 would be too late. AH ha! Now we are getting
somewhere. Wed probe some more: What about March 1? Thats how wed get a real deadline
from him. Then wed do the same thing with schedules and time budgets









14



Case II

Force It Up On Him

Overview:
A team of design engineers are required to work under a boss, Adam, who is consistently
unable to provide concrete responses to his team's queries.

Issues Involved:
The team finds it nearly impossible to get a straight response from their boss. Adam is nearly
always unable to give exact deadlines with regards to assignments. This in turn leads to
confusion amongst the team members since there are no clear instructions for submissions.

Core Problem:
Unclear and casual directions from the boss creates confusion and frustration among the
team.

Solution:
The team eventually figured out a clever boss-managing situation. They would probe and
pepper him with questions until they managed to get a real deadline from him. They refused
to be undermanaged by Adam.

From this we can observe that one can:
mold themselves according to the manner in which the boss is behaving.
Seek clarifications at regular intervals
Be consistent and firm in one's approach.










15

Conclusion:

Understand your Boss

a) Strengths and Weakness.
b) Preferred working style.

Boss can only provide modest help. Effective managers should seek information and help
they need instead of waiting for their boss to provide it.

1) Develop and maintain a relationship that:

Fits both your needs and styles
Is characterized by mutual expectations
Keeps your boss informed
Is based on dependability and honesty
Selectively uses your bosss time and resources

2) Good use of time and resources
Boss has limited time, energy and resources: be wise to draw on these
resources selectively
Recognize that managing relationship with the boss takes time and energy
Effective managers understand that this part of their work is legitimate
3) Flow of information:

a. How much information the boss needs depends on the bosss style, situation
and confidence with the subordinates
b. How to deal with a good-news-only boss: management information system,
communicate immediately

4) Successful managers develop relationships with everyone they depend on including
the boss.




16

Recommendations:

For Employee: -
T = Think before you speak
A = Apologize quickly when you blunder
C = Converse, dont compete
T = Time your comments
F = Focus on behaviour not personality
U = Uncover hidden feeling
L = Listen to feedback

For Boss: -

1) Boss should have open door policy.
2) Boss must tactfully identify the positive quality of his workers and try to win their
confidence so that they dont hesitate to communicate with the Boss.
3) Fruitful group activities enhance the knowledge, morale and confidence of the
workers to communicate openly with their Boss.
4) Create a healthy working environment, have informal get-together.
5) Boss must try to get clues about his style of functioning through regular interactions
with employees in a tactful manner.







17

References

http://scottjeffrey.com/2010/01/six-principles-for-effective-communication-at-work/
http://www4.uwm.edu/cuts/bench/commun.htm
http://smallbusiness.chron.com/techniques-improving-communication-organization-161.html
http://www.webpages.uidaho.edu/~mbolin/bolarinwa-olorunfemi.htm
http://en.wikipedia.org/wiki/Interpersonal_communication
http://quizlet.com/12502888/chapter-2-principles-and-elements-of-interpersonal-
communication-flash-cards/



















18

Bibliography

Tulgan, B. (Sep 14, 2010). Its okay to manage your boss: The step by step program for
making the best of your most important relationship at work. San Francisco: Jossey -
Bass
Bolarinwa, J. A., Olorunfemi, D. Y. (2009). Organizational Communication for
Organizational Climate and Quality Service in Academic Libraries. J. A. Bolarinwa, D. Y.
Olorunfemi. Retrieved from http://www.webpages.uidaho.edu/~mbolin/bolarinwa-
olorunfemi.htm
Interpersonal Communication. (n. d.). In Wikipedia. Retrieved Sep 9, 2013, from
http://en.wikipedia.org/wiki/Interpersonal_communication
Joseph, C. (Oct 1, 2012). Techniques for Improving Communication in an Organization.
Chris Joseph. Retrieved from http://smallbusiness.chron.com/techniques-improving-
communication- organization-161.html
Jeffery, S. (Jan 18, 2010). Six Principles for Effective Communication at Work. Scott Jeffery.
Retrieved from http://scottjeffrey.com/2010/01/six-principles-for-effective-
communication-at-work/
Quizlet. (June 3, 2012). Chapter 2: Principles and Elements of interpersonal Communication.
Quizlet. Retrieved from http://quizlet.com/12502888/chapter-2-principles-and-
elements-of interpersonal-communication-flash-cards/
University of Miluwaki. (http://www4.uwm.edu/cuts/bench/commun.htm