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Chapter 09 - Communication in the Digital Age: How Can I Become a More Effective Communicator?
1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
9
Chapter
Communication in the Digital Age:
How Can I Become a More Effective Communicator?
Major Questions the Student Should Be Able to Answer 2
Overview of the Chapter 3
Lecture Outline 5
Revisiting the Integrative Framework 42
Challenge: Major Questions 44
Problem-Solving Application Case 47
Legal/Ethical Challenge 49
Group Exercise 51
Video Resources 52
Manager’s Hot Seat 52
CHAPTER CONTENTS

2
9.1 Basic Dimensions of the Communication Process
MAJOR QUESTION: How can knowledge about the basic communication
process help me communicate more effectively?
9.2 Communication Competence
MAJOR QUESTION: What are the key aspects of interpersonal communication
that can help me improve my communication competence?
9.3 Gender, Generations, and Communication
MAJOR QUESTION: Do I need to alter how I communicate based on the gender
and age of my audience?
9.4 Social Media and OB
MAJOR QUESTION: How can social media increase my effectiveness at work
and in my career?
9.5 Communication Skills to Boost Your Effectiveness
MAJOR QUESTION: How can I increase my effectiveness using skills related to
presenting, crucial conversations, and managing up?
MAJOR QUESTIONS THE STUDENT SHOULD BE ABLE TO ANSWER

3
Communication is defined as the exchange of information between a sender and a
receiver, and the inference of meaning between the individuals. The perceptual model
of communication depicts communication as a process in which receivers create
meaning within their own minds. The sender is the person wanting to communicate
information—the message. The receiver is the person, group, or organization for
whom the message is intended. Encoding translates mental thoughts into a language
that can be understood by others. The output of encoding is a message. Messages
can be communicated through different media including face-to-face conversations and
meetings, telephone calls, charts and graphs, and digital forms of communication.
Decoding is the receiver's version of encoding and consists of translating aspects of a
message into a form that can be interpreted. Miscommunication can occur if the
receiver's interpretation of a message differs from that intended by the sender.
Feedback occurs when the receiver expresses a reaction to the sender’s message.
Noise is anything that interferes with the transmission and understanding of a message.
Media richness is the capacity of a given communication medium to convey
information and promote understanding.
Communication competence reflects your ability to effectively communicate with
others. Nonverbal communication is any message sent or received outside of the
written or spoken word. Sources of nonverbal communication include body movements
and gestures, touching, facial expressions, and eye contact. Active listening requires
cognitive attention and information processing. The four typical listening styles of
active, involved, passive and detached vary with respect to how invested the listener is,
their level of participation, and the type of body language they display. Nondefensive
communication is the final communication skill that affects communication
competence. Defensiveness is when people perceive that they are being attacked or
threatened, feelings which can lead to defensiveness in the other party. Defensiveness
often is started by the poor choice of words we use and/or the nonverbal posture used
during interactions.
Linguistic style refers to a person’s typical speaking pattern. Men and women
generally use different linguistic styles. Evolutionary psychology attributes gender
differences in communication to drives, needs, and conflicts associated with
reproductive strategies used by women and men. According to the social role theory
perspective, females and males learn ways of speaking while growing up and therefore
women will use conversational styles that focus on rapport and relationships. People
from the four different generations currently in the workforce have different views on
communication styles and media. Millennials and Gen Xers are usually more
comfortable with technology than some traditionalists, but the Millennials may rely too
heavily on electronic media.
OVERVIEW OF THE CHAPTER

4
Social media refers to the use of web-based and mobile technologies to generate
interactive dialogue with members of a network. Social media is used to collaborate,
exchange ideas, and communicate with colleagues and customers, and it can increase
productivity for employees and employers. Crowdsourcing is when companies invite
nonemployees to contribute to particular goals and manage the process via the Internet.
Despite the many benefits of social media, it can be a distraction at work and
employees need to find ways to effectively manage social media, in particular e-mail
communication. Employers are cautioned against blocking social media access since
such policies can alienate workers without actually saving time since the employees will
just use their personal devices to access blocked websites and these policies suggest a
lack of trust. Companies should use social media strategies to determine how they can
use social media to recruit talent, share knowledge and reinforce their brand in a way
that is strategic for the company. To protect their brands, firms need to create social
media policies that describe the who, how, when, for what purposes, and
consequences for noncompliance of social media usage.
The chapter provides practical advice for improving three critical communication skills.
The first skill is becoming a more effective presenter. The TED Five-Step Protocol for
Effective Presentations should be followed to deliver a presentation with impact. The
second critical communication skill is managing crucial conversations. A crucial
conversation is a discussion between two or more people where (1) the stakes are
high, (2) opinions vary, and (3) emotions run strong. When faced with the need to have
a critical conversation, people may avoid it, face it and handle it poorly, or face it and
handle it well. The STATE technique is a method for facing crucial conversations and
handling them well. With this technique, the person should: (1) Share their facts, (2)
Tell their story, (3) Ask for others’ facts and stories, (4) Talk tentatively, and (5)
Encourage testing. The final critical communication skill is managing up. Before
providing upward feedback, it is important to gauge your boss’ receptiveness to
coaching. If your boss is open to feedback, the chapter describes techniques for
effective upward management.

5
POWERPOINT SLIDE 1
POWERPOINT SLIDE 2
Winning at Work: Communication Counts in Landing a Job
As a job seeker, it is your responsibility to prove that you’re the best candidate for the
job through effective communication. Performing well during an interview depends on
both what you say and how you say it. It is important to direct the conversation and
substantiate your top selling points for experience or personal qualities. Research the
company and emphasize what you can do for it. Anticipate possible challenging
questions. To make your points effectively, express enthusiasm, smile, take your time,
use appropriate eye contact, dress appropriately, close with a handshake and follow up
with a note of thanks. It is important to calm your nerves and never say you are
nervous.
Possible Topics for Discussion:
Think of a time when a job interview did not go very well or you did not get a job offer
after the interview. What could you have done differently to communicate more
effectively?
LECTURE OUTLINE

6
Assume you are applying for a job and you know that you will be competing against
other job applicants who have more relevant experience. How could you “sell
yourself” to ensure you are offered the position?
Describe steps that work best for you to calm your nerves prior to a public speech or
a job interview.
This section of the chapter defines communication and presents a process model of
communication. One way that you could begin your coverage of communication is to
have the students participate in a version of the telephone game. In the telephone
game, one person whispers a short sentence into the ear of the person next to him.
The speaker is only allowed to say the sentence once without repeating it. The receiver
of the message then needs to whisper the sentence into the ear of the person next to
him. The process continues until the message has been passed to all the people in the
room. The last listener then says out loud the message he received. With complex or
not personally relevant sentences, the final message usually bears little resemblance to
the original message. To use the telephone game in the classroom, whisper a short,
non-relevant sentence into the ear of a student at the end of the row in the back of the
classroom. Have that student whisper the sentence into the ear of the next person. Tell
the students that they have to pass along the statement as best they heard it because
the sender cannot repeat it. An example of a sentence that is often used with this
exercise is “Yolanda’s aunt shared her secret sweet potato pie recipe with me.” Have
the last student state out loud the message as he understood it and then compare that
to the original message. Have the students reflect on what contributed to the
communication breakdown. You can consider repeating the exercise with a statement
that is more meaningful to students to see if less of the message is lost in the process.
The statement “We might get out of class early today” often seems to survive the
exercise well.
Describe a time you experienced miscommunication, either in your personal life or at
work. What contributed to the miscommunication and how could it have been
avoided?
9.1 Basic Dimensions of the Communication Process
How can knowledge about the basic communication process help me
communicate more effectively?

7
Describe how the fondness of many Millennials for using text over other
communication media might impact communication effectiveness in the workplace.
Describe the types of noise that impact the communication process at your company
(or a former one). How can managers reduce the impact of noise?
Section 9.1 Key Concepts:
Defining Communication
• Communication: the exchange of information between a sender and a receiver,
and the inference (perception) of meaning between the individuals involved.
• Communication is a very important process for managers because they tend to
spend the majority of their time sending, receiving, and interpreting messages,
and many managers do not have effective communication skills.
POWERPOINT SLIDE 3
POWERPOINT SLIDE 4
How the Communication Process Works
• Researchers recognize that communication is fraught with miscommunication
and have begun to examine communication as a form of social information
processing in which receivers interpret messages by cognitively processing
information.
• The perceptual model of communication presented in Figure 9.1 depicts
communication as a process in which receivers create meaning in their own
minds.

8
o The sender is the person wanting to communicate information—the
message.
o Encoding translates mental thoughts into a code or language that can be
understood by others.
o The output of encoding is the message.
o Managers can communicate through a variety of media including face-to-
face conversations, phone calls, charts and graphs, and many digital
forms.
o Decoding occurs when receivers receive a message and it is the process
of interpreting and making sense of a message.
o Feedback occurs when the receiver expresses a reaction to the sender’s
message.
o Noise: anything that interferes with the transmission and understanding of
the message.
POWERPOINT SLIDE 5
POWERPOINT SLIDE 6
POWERPOINT SLIDE 7

9
POWERPOINT SLIDE 8
Selecting the Right Medium
• Communication effectiveness is partly based on using the medium that is most
appropriate for the situation at hand.
• The appropriateness of a medium depends on many factors, including the nature
of the message, its intended purpose, the audience, proximity to the audience,
time constraints, and personal skills and preferences.
• All media have advantages and disadvantages and should be used in different
situations.
PROBLEM-SOLVING APPLICATION: Using Multiple Communication Media to
Implement Organizational Change
This Problem-Solving Application encourages students to consider how managers
should use communication methods during periods of change.
Your Call:
Stop 1: What is the problem that Mr. Hassan faced upon joining the company?
The problem that Mr. Hassan faced upon joining the company was that the firm’s
financial performance was declining. The company’s revenue was declining and it
was not meeting its sales targets.
Stop 2: What OB theories or concepts can explain Mr. Hassan’s approach
toward organizational change?
The concepts of performance management and goal setting can explain Mr.
Hassan’s approach toward organizational change. He needed the district
managers and the sales reps to have a clear understanding of their new
performance expectations and he provided performance feedback to help the
employees to succeed. Principles of motivation are also relevant here since Mr.
Hassan needed to understand what was driving and rewarding the existing system

10
and processes to be able to make changes to them. Using the principles of
change management, Mr. Hassan first needed to unfreeze the current behavior
patterns, then change them, and then finally refreeze the change by reinforcing
desired behaviors.
Stop 3: What is your evaluation of Mr. Hassan’s approach to communication?
Would you recommend anything?
Since this was an example of an innovative change for the company, Mr. Hassan
was correct in using the rich communication channel of face-to-face
communication with the district managers. This medium allows for immediate
feedback and the opportunity to observe nonverbal aspects of the communication
process. Although time consuming and expensive, the face-to-face
communication with the district managers was the appropriate choice. Student
responses for recommendations will vary, but more emphasis on social media or
interactive electronic communication channels may have been warranted.
Additional Activities:
One way that you could build on this Problem-Solving Application is to have the
students watch a portion of an interview that Fred Hassan conducted for Meet The
Boss in 2010. Although several clips are available at the website, the segment
“Finding the People Resistant to Change” is particularly relevant to the topic of
communication. The 2-minute video is currently available at:
http://www.meettheboss.tv/video/finding-people-resistant-change. Consider using the
following discussion questions:
Describe a time when you felt like someone was not giving you honest positive
feedback. What signs did you have that it is was “not very real praise?”
How could you implement Fred Hassan’s suggestions to determine if the
supervisors at your company (or a previous one) are truly supportive of any
organizational change initiative the firm is implementing?
Discuss how managers can use effective communication to overcome resistance
to change.
Media Richness
• Media richness: capacity of a communication medium to convey information
and promote understanding.
• Alternative media (telephone, e-mail, voice mail, cell phone, standard and
express mail, text messaging, video, blogs and other social media, and so forth)
can vary from rich to lean.
• Media richness is based on feedback, channel, type of communication and
language source.

11
• Two-way face-to-face conversations are the richest form of communication while
static media such as newsletters, computer reports, and general e-mail blasts are
the leanest.
POWERPOINT SLIDE 9
POWERPOINT SLIDE 10
TAKE-AWAY APPLICATION—TAAP
This Take-Away Application (TAAP) encourages students to consider how the
process model of communication can explain miscommunications.
Questions:
Based on the process model of communication shown in Figure 9.1, what went
wrong?
Miscommunication can occur at any stage in the communication process. It can
start with the sender encoding a message that uses vocabulary that is unfamiliar to
the receiver. Miscommunication could occur because the sender selected a poor
communication medium, one that did not provide for adequate feedback, did not
provide sufficient visual cues, or was inappropriate for the type of information to be
conveyed. Noise can cause a communication breakdown at any stage of the
process, and it can include background noise, poor equipment or an accent or
speech impediment of the sender. Characteristics of the receiver, such as their

12
personality, needs or state of mind can contribute to miscommunication. Students
may provide examples of miscommunication at any stage in the process.
Based on what has been presented so far on various communication media, did
you choose the most appropriate medium? Explain.
The choice of communication medium should be influenced by the need for
immediate feedback, the need for multiple cues such as body language or tone of
voice, and whether the information is personally significant for the receiver.
Students may realize that they used an inappropriate medium to send their
message if it was not adequately rich for the situation at hand.
Based on your answers to the above two questions, what would you do
differently?
Students’ responses will vary, but they may realize that they should not have been
relying on electronic sources of communication such as text when a richer medium
was required.
One way you could build on this Take-Away Application is to profile the danger of
miscommunication in the medical field by having the students read the Wall Street
Journal article “How to Make Surgery Safer.” This article profiles various medical
errors that can occur during surgery, such as operating on the wrong body part or
leaving medical instruments in the body. Consider using the following discussion
questions:
What elements of the communication process contribute to medical errors during
surgery?
How might you best deal with “disruptive physicians” whose behaviors may
contribute to mistakes during surgery?
Describe using the perceptual model of communication how using safety
checklists during surgery would help to reduce errors.
Article Citation:
Landro, L. (2015, February 17). How to make surgery safer. Wall Street Journal
Online.
ProQuest Document ID: 1655426739
http://www.wsj.com/articles/how-to-make-surgery-safer-1424145652

13
This section of the chapter describes the key communication skills that are the
foundation for communication competence: nonverbal communication, active listening,
and nondefensive communication. One way to begin your coverage of communication
competence is to have the students watch Julian Treasure’s TED talk “5 Ways to Listen
Better.” In this 8-minute video, Julian discusses why it is hard to listen and presents
suggestions for how people can improve their listening. The video is currently available
at: http://www.ted.com/talks/julian_treasure_5_ways_to_listen_better?language=en.
Describe a time when your nonverbal communication caused miscommunication or
defensiveness. How should you have acted differently?
Discuss the things that make it difficult for you to engage in active listening at work
or at school.
Evaluate the frequency with which you display the antecedents of defensiveness
when communicating. How should you change your approach to communication?
Communication Competence
• Communication competence: performance-based index of an individual’s
abilities to effectively use communication behaviors in a given context.
• Communication competence reflects your ability to effectively communicate with
others.
• Nonverbal communication, active listening, and nondefensive communication are
communication skills that affect communication competence.
9.2 Communication Competence
What are the key aspects of interpersonal communication that can help
me improve my communication competence?

14
POWERPOINT SLIDE 11
SELF-ASSESSMENT 9.1: Assessing My Communication Competence
This Self-Assessment encourages students to reflect on their level of communication
competence.
Questions:
Are you happy with the results?
Students will vary in their level of happiness with their scores and their views of
their strengths and weaknesses, but remind students that communication
competence can be improved.
What are your top three strengths and your three biggest weaknesses—use the
items’ scores to determine strengths and weaknesses.
Students’ responses will vary.
How might you use your strengths more effectively in your role as a student?
Students may realize that there are ways they can improve their communication
competence and use their strengths in any of their roles, including student, worker,
or relationship partner. For example, students may realize that eye contact sends
a message that you are engaged in the conversation. Introducing new topics,
bringing new parties to the conversation, or asking follow-up questions sends the
message that you want to learn from others. By not interrupting others or by
changing your communication style to meet the needs of others, you send a
message that you consider the exchange to be a two-way-conversation rather than
a one-way expressing of ideas.
How might you improve on your weaknesses?
Students can improve their communication competence by being more aware of
nonverbal aspects of communication, by becoming a more effective listener, and
by using nondefensive communication.
One way you could build on this Self-Assessment is to have the students consider the
extent to which they would need to change their communication tactics for cross-
cultural interactions. Consider using the following discussion questions:

15
Discuss examples of how the meaning of nonverbal communication varies by
culture.
Describe how cultural variables might impact how people perceive the antecedents
of defensive communication discussed in Table 9.3.
How might you need to change your communication tactics in order to speak with
someone who is not a native speaker of your language? How can you ensure
communication success with non-native speakers?
You can also consult the Connect Instructors Manual for the post-assessment activity
and corresponding PowerPoint slides used for this Self-Assessment in Connect. In
this activity, students should be put into one of three groups based on the three skills
of communication competence (i.e., nonverbal communication, active listening, and
nondefensive communication). Each group should discuss examples of how to
properly exhibit their assigned communication skill in the workplace. Two
representatives from the groups can do a 30-second mock simulation of a
supervisor/subordinate discussion for the class. The simulation should portray the
assigned communication skill. You can lead class discussion after the groups have
completed their work. Have the students consider how noise plays a role in inhibiting
communication skills.
Nonverbal Communication
• Nonverbal communication: messages sent or received independent of the
written and spoken word.
• Nonverbal communication includes such factors as use of time and space,
distance between persons when conversing, use of color, dress, walking
behavior, standing, positioning, seating arrangement, office locations and
furnishings.
• Experts estimate that 65 to 95 percent of every conversation is interpreted
through nonverbal communication.
• It is important to ensure that your nonverbal signals are consistent with your
intended verbal messages.
• Because of the prevalence of nonverbal communication and its significant effect
on organizational behavior—including, but not limited to, perceptions of others,
hiring decisions, work attitudes, turnover, and the acceptance of one’s ideas in a
presentation—it is important that managers become consciously aware of the
sources of nonverbal communication.

16
POWERPOINT SLIDE 12
• Sources of Nonverbal Communication
o Body Movements and Gestures
▪ Body movements, such as leaning forward or backward, and
gestures, such as pointing, can either enhance or detract from the
communication process.
▪ Body-language analysis is subjective, easily misinterpreted, and
highly dependent on the context and cross-cultural differences.
o Touch
▪ A meta-analysis of gender differences in touching indicated that
women do more touching during conversations than men.
▪ Norms for touching vary significantly around the world.
o Facial Expressions
▪ Facial expressions convey a wealth of information.
▪ A summary of relevant research revealed that the association
between facial expressions and emotions varies across cultures.
o Eye Contact
▪ Eye contact is a strong nonverbal cue that varies across cultures.
▪ Some cultures learn to look at individuals when conversing while
others are taught to avoid eye contact, especially when interacting
with a parent or superior.
• It is important to have good nonverbal communication skills in light of the fact that
they are related to the development of positive interpersonal relationships.
• Table 9.1 illustrates examples of positive and negative nonverbal behavior.

17
POWERPOINT SLIDE 13
POWERPOINT SLIDE 14
Active Listening
• Listening: actively decoding and interpreting verbal messages.
• Unlike hearing which is merely a physical activity, listening requires cognitive
attention and information processing.
• Listening is a cornerstone skill of communication competence.
• Listening effectiveness is positively associated with customer satisfaction and
negatively associated with employee intentions to quit.
• Some communication experts contend that listening is the keystone
communication skill for employees involved in sales, customer service, or
management.
• Many of us think we are good listeners when evidence suggests just the
opposite, and we will not become better listeners unless we are motivated to do
so.

18
POWERPOINT SLIDE 15
EXAMPLE: The CEO of CarMax Proactively Listens to Employees
This example allows students to reflect on the benefits managers receive when they
engage in active listening.
YOUR THOUGHTS?
Why would employees be more motivated when their managers or senior
executives listen to them?
When a manager or senior executive listens to employees, it sends a message
that the employees’ contributions and ideas are worthwhile. It shows the manager
respects the employees. This may enhance the self-esteem and/or self-efficacy of
the employees. Employees with a high need for achievement might be particularly
motivated by active listening. Listening may foster a sense of meaningfulness of
the work, an important aspect of the job characteristics model.
• Listening Styles
o There are four typical listening styles: active, involved, passive and
detached.
o These listening styles differ with respect to how invested the listener is,
their level of participation, and the type of body language they display.
POWERPOINT SLIDE 16

19
SELF-ASSESSMENT 9.2: Assessing My Listening Style
This Self-Assessment encourages students to reflect on the listening style(s) they
tend to use.
Questions:
Based on your results, how would you classify your style?
High scores on this Self-Assessment would be indicative of an “active” listening
style, where the person is fully invested in listening and giving full attention when
others are talking. Low scores on this assessment would be indicative of a
“detached” listening style where listeners tend to withdraw from the interaction and
their body language will reflect a lack of interest. Medium scores on this
assessment would be indicative of either an “involved” listening style if the person
devotes some of their attention and energy to listening or of a “passive” listening
style if the person believes it is not his or her responsibility to listen, but rather to
passively take in information.
Are you surprised by the results?
Identify three things you can do to improve your listening skills.
Table 9.2 summarizes tips for improving your listening skills. You can show
respect by giving everyone the opportunity to explain his or her ideas without
interrupting. You could listen from the first sentence by turning off internal
thoughts of other issues prior to the interaction. You can be mindful by staying in
the moment. You can balance the amount of time you spend speaking versus
listening to 20 percent and 80 percent, respectively. You should ask questions,
paraphrase and summarize. Students need to make an effort to remember what
was said and use appropriate nonverbal cues to demonstrate interest and
involvement.
One way you can build on this Self-Assessment is to have the students read the Wall
Street Journal article “How ‘Active Listening’ Makes Both Participants in a
Conversation Feel Better.” This article profiles why it is so hard to listen. Consider
using the following discussion questions:
Describe the five stages of effective listening profiled in the article.
Describe the verbal and nonverbal steps that you could use to send a message
that you are actively listening.
Describe a time you experienced “listener burnout” and how you dealt with it. How
could you have handled the situation differently?

20
Article Citation:
Bernstein, E. (2015, January 13). How 'active listening' makes both participants in a
conversation feel better. Wall Street Journal Online.
ProQuest Document ID: 1644544990
http://www.wsj.com/articles/how-active-listening-makes-both-sides-of-a-conversation-
feel-better-1421082684
You can also consult the Connect Instructors Manual for the post-assessment activity
and corresponding PowerPoint slides used for this Self-Assessment in Connect. In
this activity, the class should review the activity scenario and discuss. Have the
students determine what listening style Bob is using in the scenario and have them
provide advice for improving Bob’s active listening.
• Becoming a More Effective Listener
o Effective listening is a learned skill that requires effort and motivation to
practice.
o We can improve our listening skills by showing respect, listening from the
first sentence, being mindful, keeping quiet, asking questions,
summarizing, remembering what was said, and using nonverbal cues.
POWERPOINT SLIDE 17
POWERPOINT SLIDE 18

21
Nondefensive Communication
• Defensiveness: when people perceive that they are being attacked or
threatened.
• Defensiveness from one person results in a defensive chain that activates
defensiveness in the other party.
• Defensiveness from either party in an exchange fosters inaccurate and inefficient
communication.
• Defensiveness often is started by the poor choice of words we use and/or the
nonverbal posture used during interactions.
• Table 9.3 gives examples of communication styles that will tend to encourage
defensiveness and nondefensiveness.
TAKE-AWAY APPLICATION—TAAP
This Take-Away Application (TAAP) encourages students to consider what can foster
defensiveness and how they can facilitate nondefensive communication.
Questions:
Think of an interaction you had with someone that resulted in defensiveness
from either the sender or receiver.
Referring to Tables 9.2 and 9.3, where were the potential causes of the
defensive communication pattern?
If the individual from the student’s communication exchange was not
demonstrating effective listening, this could be a cause of the defensiveness.
Specifically, not showing respect, thinking while the other person is talking, trying
to guess what the person is going to say, dominating the conversation, not asking
questions, not being able to summarize the conversation or remember what was
said are all signs of ineffective listening. Defensiveness can also be fostered by
using evaluating or controlling statements, by not showing your true intentions, by
acting detached, or by conveying superiority or absolute certainty.
Again referring to Tables 9.2 and 9.3, identify three things you could have done
differently to facilitate nondefensive communication.
To facilitate nondefensive communication, students should use descriptive
statements, engage in problem solving, be straightforward, be empathetic, convey
equality, and be open and honest. Students should also recommend showing
respect, listening from the first sentence, being mindful, keeping quiet, asking
questions, summarizing, remembering what was said, and using appropriate

22
nonverbal cues.
One way that you could build on this Take-Away Application is to have the students
watch a presentation by Sharon Strand Ellison where she discusses why people often
get defensive in communication. Sharon is the author of the book “Taking the War
Out of Our Words,” and she has posted several insightful videos on YouTube. The
segment “How Can Simple Curious Questions Have Such Disarming Power?” is
approximately 4-minutes long and is currently available at the link below. Consider
using the following discussion questions:
Give examples of how your nonverbal behavior signals defensiveness.
How should you best use questions in conversations to reduce defensiveness?
Discuss how tone of voice and/or inflection can serve as an antecedent of
defensiveness.
Video Link:
https://www.youtube.com/watch?v=lWB9rD25lzk
This section of the chapter describes linguistic styles and differences in communication
based on gender and generations are discussed. One way you could begin your
coverage of these topics is to have the students watch the short film “It's not about the
Nail.” This 2-minute video comically profiles differences in the communication styles of
the genders. The video is currently available at: https://www.youtube.com/watch?v=-
4EDhdAHrOg
After an in-class presentation, ask one of your friends or classmates to provide a
critique of your linguistic style. What changes might you implement to improve your
style?
Describe differences you have noted in the communication styles of your male and
female colleagues and/or classmates.
9.3 Gender, Generations, and Communication
Do I need to alter how I communicate based on the gender and age of my
audience?

23
Assume that you are of the Millennial generation while your boss is a traditionalist.
What differences in communication styles are likely to exist and how can you strive
to foster effective communication between the two of you?
Linguistic Styles
• Linguistic style: a person’s characteristic speaking pattern.
• Linguistic styles incorporate such elements as directness or indirectness, pacing
and pausing, word choice, and the use of such elements as jokes, figures of
speech, stories, questions, and apologies.
• Linguistic style is a set of culturally learned signals by which we not only
communicate what we mean but also interpret others’ meaning and evaluate one
another as people.
• Linguistic style helps explain communication differences between women and
men and across generations.
• Increased awareness of linguistic styles can enhance your communication
competence.
POWERPOINT SLIDE 19
Communication Differences between Women and Men
• Although researchers do not completely agree on the cause of communication
differences between women and men, there are two competing explanations that
involve the well-worn debate between nature and nurture.
• Some researchers believe that interpersonal differences between women and
men are due to inherited biological differences between the sexes.
• The “evolutionary psychology” or “Darwinian perspective” attributes gender
differences in communication to drives, needs, and conflicts associated with
reproductive strategies used by women and men.
• The Male Perspective

24
o Males are expected to communicate more aggressively, interrupt others
more than women, and hide their emotions because they have an inherent
desire to possess features attractive to females.
o Men also see conversations as negotiations in which people try to achieve
and maintain the upper hand.
o Evolutionary psychologists propose that men cannot turn off the
biologically based determinants of their behavior.
• The Female Perspective
o According to “social role theory,” females and males learn ways of
speaking while growing up.
o Research shows that girls learn conversational skills and habits that focus
on rapport and relationships, whereas boys learn skills and habits that
focus on status and hierarchies.
o Women come to view communication as a network of connections in
which conversations are negotiations for closeness.
• Research demonstrates that women and men communicate differently in a
number of ways.
o Women are more likely to share credit for success, to ask questions for
clarification, to tactfully give feedback by mitigating criticism with praise,
and to indirectly tell others what to do.
o Men are more likely to boast about themselves, to bluntly give feedback,
and to withhold compliments, and are less likely to ask questions and to
admit fault or weaknesses.
POWERPOINT SLIDE 20

25
POWERPOINT SLIDE 21
Generational Differences in Communication
• People from the four different generations currently in the workforce—
traditionalists, baby boomers, Gen Xers, and Millennials—have different views on
communication styles and media.
• Millennials have most likely honed their communication skills via e-mails, instant
messages, and text messages rather than by talking on the phone or in person,
or by writing letters, memos, and reports.
• The careers of Gen Xers have paralleled the evolution of communication
technologies and practices.
• Some traditionalists either resist technology altogether if their employers allow
them to, or do only what is necessary.
• The different generations may have different views on if texting and surfing
during a meeting is inappropriate and whether the office telephone is a relevant
communication medium.
POWERPOINT SLIDE 22
Improving Communications between the Sexes and Generations
• It is important to remember not to generalize any trends, preferences, or
perceptions to all men, women, or members of a particular generation as there
are always exceptions to the rule.

26
• Trainer Dana Brownlee offers the following suggestions for improving
communication:
o Match your degree of formality with the culture of the company.
o Use a variety of communication tools, regardless of your preferred mode
of communication (e.g., face-to-face or texting).
o Avoid stereotypes by learning people’s preferences and trying to be
accommodating.
o Be aware of different values and motives of your colleagues.
o Every generation has something to learn from and something to teach its
counterparts.
POWERPOINT SLIDE 23
POWERPOINT SLIDE 24

27
This section of the chapter describes social media, discusses its advantages and
disadvantages, and describes how companies can use social media strategically. One
way that you could begin your coverage of these topics is to have the students consider
the possible impact of what they post online. One way to do this is to have the students
watch the CBS News segment “High Schoolers Wise up about Social Media When
Applying for Colleges.” This 90-second video aired in December 18, 2014, and it
profiles how students are becoming increasingly aware of the fact that the content they
post in social media can matter. The video is currently available at:
http://www.cbsnews.com/news/high-school-role-of-social-media-in-college-applications/.
Did you take steps to improve your social media presence to increase your chances
of getting admitted to your preferred college? Why or why not?
Does the fact that your social media presence is easily searchable, able to be
followed and subject to judgment impact your decisions on what to post? Why or
why not?
If a recruiter for a company or an admissions counselor for a graduate school were
to “Google” you or search your social media presence, how certain are you that the
person would form a positive image of you?
How can OB theories explain your need (or lack thereof) to participate in social
media?
Social Media
• Social media: uses web-based and mobile technologies to generate interactive
dialogue with members of a network.
• Social media is used by a significant proportion of people across all age groups
and employers and managers are wise to utilize social media tools with
employees across all generations.
• A fundamental driving force behind technology at work, including social media, is
to boost productivity.
9.4 Social Media and OB
How can social media increase my effectiveness at work and in my
career?

28
• Social media has been shown to increase job satisfaction, performance and
retention and it has also been shown to improve work–life balance and foster
creativity and collaboration.
• If deployed effectively, social media enables businesses to:
o Connect in real time and over distances with many key stakeholders.
o Connect sources of knowledge across the organization, offices, and time
zones.
o Expand and open the traditional boundaries to involve outsiders in
problem solving.
• Crowdsourcing: when companies invite nonemployees to contribute to
particular goals and manage the process via the Internet.
POWERPOINT SLIDE 25
POWERPOINT SLIDE 26
EXAMPLE: Expanding Organizational Boundaries with Crowdsourcing
This example allows students to realize how social media can be used to innovate
and solve problems using crowdsourcing.
YOUR THOUGHTS?
Describe at least two ways you crowdsource and the sites you use.
There are numerous sites that students may have used to crowdsource. Some

29
merely encourage the sharing of ideas while others provide financial rewards for
the person who submits the best idea (e.g., Netflix provided an award of 1 million
dollars for the winner of a competition to develop an improved algorithm for
predicting users’ ratings of movies.)
Now, think of a service that you use and that you also believe would benefit
from crowdsourcing. To clarify, this does not simply mean soliciting your
opinions or satisfaction. Crowdsourcing instead is the practice of involving
stakeholders (e.g., customers or even competitors) in solving problems.
Students’ recommendations for services that could benefit from crowdsourcing will
vary. Just as how many entrepreneurial ventures start from personal needs, so
might student ideas for crowdsourcing. For example, a student who cannot eat
gluten might propose a crowdsourcing task to help restaurants more effectively
cater to gluten-free customers.
One way you could build on this Example is to have the students read the Business
Week article “McDonald’s is Crowdsourcing its Next Hit Burger.” This article profiles
how McDonald’s was using a program to allow customers to build their own burgers in
an effort to develop the next big “hit” product. Consider using the following discussion
questions:
How can companies effectively use crowdsourcing to develop new products?
What are the possible disadvantages to using crowdsourcing?
In what other ways could McDonald’s use social media to develop the next “hit”
product?
Assume that you are a manager at McDonald’s and a customer has just posted a
scathing review of your store on social media. What best practices should you
follow for responding to the customer on social media?
Article Citation:
Wong, V. (2014, September 15). McDonald’s is crowdsourcing its next hit burger.
Business Week Online.
http://www.bloomberg.com/bw/articles/2014-09-15/mcdonald-s-is-crowdsourcing-its-
next-hit-burger
Costs of Social Media
• Many managers believe that social media at work is a distraction and erodes
productivity.
• Another and often overlooked cost of social media is multitasking.

30
POWERPOINT SLIDE 27
Make E-mail Your Friend, Not Your Foe
• Despite the essential nature of e-mail, it can be an enormous time drain and an
enemy of your productivity if not managed properly.
• Table 9.4 critiques the advantages and disadvantages of e-mail and provides
suggestions for handling e-mail.
POWERPOINT SLIDE 28
Social Media Concerns and Remedies—What Companies Can Do
• Be Careful about Blocking Access
o Approximately 20 percent of employers block access to social media sites
at work to help combat waste and loss of productivity.
o The evidence is growing that restricting or completely blocking the use of
social media by employees at the office can backfire since it can alienate
workers and suggest a lack of trust.
o Small breaks during the workday help boost productivity and checking
personal e-mail, Facebook, or checking/sending Tweets could provide a
“re-energizing” break.

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