Chapter 4 Leading

CHAPTER 4
LEADING

DPB10023 PRINCIPLES OF MANAGEMENT

Iman binti Mohamad Fawzi
Jabatan Perdagangan

[email protected] / 013-6342833

LEARNING OUTCOMES

After studying this chapter, students will be able to:

1 Meaning of motivation in organization 8 Define organizational communication

2 Distinguish early theory of motivation 9 Describe the importance of communication

3 Explain the contemporary theories of 10 Explain the basic elements in complex
motivation communication process

4 Differentiate between management and 11 Determine types of communications
leadership

5 Identify characteristics of effective leaders 12 Discuss barriers to effective communication

6 Describe the early theories of leadership 13 Overcoming barriers to effective communication
7 Describe the contingencies theories

Motivation Text Book
Page136
Chapter 4: Leading

What is Motivation?

Motivation in management refers to the factors that cause, channel and
sustain an employee’s behavior. It is an essential quality for leading and
generally understood as the drive or desire to do things.

Thus, motivation can be defined as anything that causes, channels, and
strengthens human behavior in order to get a desired product or
achieve a goal.

Importance of Motivation?

Increase Will emphasize Spur creativity
employees’ quality and innovation

productivity

Classification of Motivation Theories Text Book
Page137
Chapter 4: Leading

Content Theories Process Theories Reinforcement
Theories

Content theories focus ‘what’ Process theories deal with the Reinforcement theories
motivates people and is concerned ‘process’ of motivation and
with individual needs and goals. focus on ‘how’ motivation emphasize the ways in which

 Hierarchy of needs occurs. behavior is learnt.
 Herzberg’s Two-factor Theory
 Theory X and Theory Y  Expectancy Theory  Skinner’s Reinforcement
 Three Needs Theory  Equity Theory
 Goal-setting Theory Theory.

Early Theories of Motivation Text Book
Page138
Chapter 4: Leading

Early Theories Maslow’s Hierarchy of Need
of Motivation Theory

Herzberg’s Two Factor Theory
(Motivation-Hygiene Theory)

McGregor's
Theory X and Theory Y

McClelland’s
Three Needs Theory

Text Book
Page139

1. Maslow’s Hierarchy of
Need Theory

Early Theories of Motivation

Abraham Maslow
 He introduced a motivational theory known as

Maslow’s Hierarchy of Needs.

 According to him, once a need is fulfilled, that
need can no longer motivate an individual.
Needs lower down in hierarchy must be
satisfied before individuals can attend to
needs higher up.

1. Maslow’s Hierarchy of Need Theory Text Book
Page139
Early Theories of Motivation

Need Procedures

 Provide challenging projects
 Provide feedback on performance
 Provide personal support and encourage employee participation in the goal setting process
 Encourage employee participation in the decision making process

 Identify and give recognition to employees who have exhibited good performance
 Divide tasks according to employees’ level of skills
 Provide opportunities for employees to get promotions

 Encourage employee participation in social activities
 Encourage cooperation among employees in groups
 Provide group projects

 Create health and safety rules at the workplace
 Emphasize employee work safety
 Reduce employee turnover
 Provide additional welfare benefits to poorer employees

 Implement a fair salary system
 Provide the necessary equipment to perform the tasks and a working environment with good lighting,

furniture, fixtures

Methods to fulfil employee needs based on Maslow’s hierarchy of needs

3. McGregor's Theory X and Theory Y Text Book
Page142
Early Theories of Motivation

Douglas McGregor (1957) Theory X Theory Y
developed a philosophical
view of humankind with his • People have an inherent dislike for • Work is as natural as play and rest.
Theory X and Theory Y — work and will avoid it whenever • People will exercise self-direction if
two opposing perceptions possible.
about how people view they are committed to the objectives
human behavior at work • People must be coerced, controlled, (they are NOT lazy).
and organizational life. directed, or threatened with • Commitment to objectives is a
McGregor felt that punishment in order to get them to function of the rewards associated
organizations and the achieve the organizational with their achievement.
managers within them objectives. • People learn to accept and seek
followed either one or the responsibility.
other approach: • People prefer to be directed, do not • Creativity, ingenuity, and imagination
want responsibility, and have little or are widely distributed among the
no ambition. population. People are capable of
using these abilities to solve an
• People seek security above all else. organizational problem.
• In an organization with Theory X • People have potential.

assumptions, management's role is
to coerce and control employees.

Exercise

Ahmad is a father of two young children with a wife who is a stay at home mom. The company he works for pays
him a wage that is enough to support his family, however, he has just found out his wife is expecting another
child. Ahmad has to now reassess his needs. Perhaps Ahmad needs a larger house, a larger vehicle, and more
importantly, a larger income.

He has currently met the highest income potential in the current position he is currently working in and is aware
that there is not sufficient room for promotion to a higher position within the company because all of the positions
are filled. Unless another employee loses his or her job, Ahmad is stuck in his current position. Additionally, with
the current economic situation, the company has stopped performance bonuses and restricted overtime to save
money.

In order to meet his need for a higher income, Ahmad needs to be promoted or seek employment elsewhere.
Ahmad is considered to be a good employee and his supervisor does not wish to lose him. However, Ahmad's
personal needs outweigh the need his employer has to keep him employed in his current position without a
promotion. His supervisor must make a decision based on how much they need Ahmad as an employee and
what they are willing to do to keep him a part of their company. Ahmad needs to decide how much of a higher
income is necessary to meet his needs, and how he plans on fulfilling that need.

Based on the case study, discuss Maslow’s Hierarchy of Needs Theory. Describe Ahmad’s
hierarchy of needs.

Answer

When examining Ahmad’s case with Maslow’s hierarchy, one can see that Ahmad has needs that fall
into all the categories which makes his problem even tougher to ratify.
With Ahmad’s increased cost of living due to his family’s growth, he faces problems such as providing
food for his family (Physiological) and yielding enough space for his expanding family (Safety).
Because Ahmad must consider the possibility of changing jobs this may also leave higher-order
needs to be met. If Ahmad needs to relocate to a different area to provide for his family, he and his
family will most likely find the need to make new friends and acquaintances (Love/Social).
The final two needs also could play into Ahmad’s decision as his pride in providing for his family
(Esteem) and his desire to give them the best possible life (Self-Actualization) could affect which
path he chooses to take. Ahmad’s employer will have to weigh Ahmad’s needs into how they plan to
handle the situation.

Contemporary Theories of Motivation Text Book
Page143
Chapter 4: Leading

Contemporary Expectancy Theory
Theories of Motivation Equity Theory

Goal-setting Theory
Reinforcement Theory

Goal-setting Theory Text Book
Page144
Contemporary Theories of Motivation

Introduced by Edwin Locke, this theory states that a
specific and challenging goals along with appropriate
feedback contribute to higher and better task
performance.

The clearer the goals, the better the performance.
Goals should be challenging so employees feel a sense
of triumph and accomplishment when tha task is
successfully completed.

Futhermore, the confidence gained from achieving one
goal will be transferred to the individual’s performance in
attaining the next goal.

Management by objective (MBO) is an organizational
approach based on this theory. In MBO, performance is
measured strictly in relation to the goals set by
managers and individual employee input.

Reinforcement Theory Text Book
Page145
Contemporary Theories of Motivation

This theory is also known as behavior modification, do not apply on the concept of
motivation but it deals with how the consequences of a past action influence future
actions in a cyclical learning process.

There are four types of reinforcements;

Positive Reinforcements

Encourages the desired behavior by giving positive responses when the employee
demonstrates the desired behavior. For example, praises and reward.

Negative Reinforcements

Encourages the desired behavior by removing a negative consequences that exist. For
example, Susie comes to work on time so that her manager stop badgering her

Punishment

The administration of negative consequences when undesired behavior occurs. May
eliminate undesired behavior quickly but often effect temporarily and may lead to
workplace conflict, absenteeism and high staff turnover.

Extinction

This implies the absence of reinforcement. This is done to bring an end to a behavior
employees have learnt over a given period of time.

SHORT BREAK!

Who is Leader?

Chapter 4: Leadership

Leader Leadership

Someone who can influence others The process of leading a group and
and who has managerial authority. influencing that group to achieve its
goals.

Definition of Leadership Text Book
Page146
Chapter 4: Leadership

THE CONCEPT Ralph M. Stogdill (1974) defined
leadership as a process of leading
01 Leadership must involve other people, and influencing team members in job-
such as subordinates or followers. related activities. He explained the
three characteristics of this definition.
02 Leadership involves the unequal
03 distribution of power among leaders and Leadership is ability or capability of an
individual to influence others in order to
team members. act in the manner desired of a leader in

In addition to having the valid power to achieving the set the set goals or is a
lead their subordinates activities, process of leading the behavior of
managers also influence their
subordinates. others towards completing an objective

Difference Between Text Book
Page146
Management and Leadership

Chapter 4: Leadership

Leadership is the process of directing and inspiring people towards a common goal.

Management is the process of getting thing done and the emphasis is on tasks and things

rather than people.
A major difference between managers and leaders is the way they motivate the people who work
or follow them.

All managers are leaders but not all leaders are managers.

Both leadership and management are important. A manager with good leadership skills will be
able to motivate employees to work effectively and efficiently.

Characteristic of Effective Leaders Text Book
Page148

Chapter 4: Leadership

Effective communicator Passion and commitment Collaboration
to get the job done.
A manager must be able to express the vision, A collaborative approach creates transparency.
goals or objectives clearly in order to unite Example: Leading by This helps build trust and support of team
example and ever ready to members. Collaboration includes being a
every employee’s efforts and ensure they are pitch in and join in the work.
aligned and supportive. The manager should participants as well as a leader, it also entails
also be available to listen and provide guidance, giving credit where it is due so that people can

as needed. see that their contributions are appreciated

Innovative Positivity

Not only should an effective A positive attitude is
leader be innovative, he must contagious.

also foster innovation
amongst his team.

Leadership Styles Text Book
Page149
Chapter 4: Leadership

12 3

Authoritarian Democratic / Laissez-fair /
Participative Free-form
Individual control over
all decisions and very Top-level and lower- Subordinates have
little input from group level manager make freedom and
decisions together
members through negotiation. autonomy to make
decisions and act on
it without referring to

the leaders.

Theories of Leadership Text Book
Page151
Chapter 4: Leadership

Competency Perspective/ Behavioral Contingency
Traits Theory Perspective Perspective

Theories of Leadership Text Book
Page151
Chapter 4: Leadership

The trait theory of leadership is Competency Perspective/
an early assumption that Traits Theory

leaders are born and due to this
belief, those that possess the
correct qualities and traits are
better suited to leadership. This

theory often identifies behavioral
characteristics that are common

in leaders.

Competency Perspective/Traits Theory Text Book
Page151
Theories of Leadership

Trait theories focus on Physical Demographic
characteristics that differentiate (Appearance, Height, Weight) (Age, Education,
leaders from non – leaders. Socioeconomic Background)
Traits are individual inborn
qualities or characteristic. Social Characteristics
Sociable, Cooperative)
Trait theories assume that
people have inherent qualities Personality Skills And Abilities
and traits that make them better (Introvert, Self – Confident, (Knowledge, Competence,
suited to leadership. Include:
motivation, drive to achieve, self Domineering, Positive) Intelligence)
– confidence, intelligence,
knowledgeable, honesty and
integrity and emotional maturity.

Theories of Leadership Text Book
Page152
Chapter 4: Leadership

Behavioural leadership theories are Behavioral Perspective Michigan Leadership
classified as behavioural because Studies
they focus on the study of specific
behaviours of a leader. In contrast to Managerial Grid
trait theories, behavioural theories Theory
suggest that people can learn to
become leaders through teaching Likert’s Management
and observation. In other words, System
leaders are made, not born.

2. Managerial Grid Theory Text Book
Page152
Behavioral Perspective

Develop in the early 1960s by Robert Blake and Jane Mouton, the
Managerial Grid (or Leadership Grid, propose two dimensions that can
be used to explain a leadership style:

 Human elements, which refer to the degree of personal

commitment towards achieving goals; maintaining self-respect;
giving responsibilities based on trust rather than loyalty;
consideration for a good working environment and facilities; and
fostering personal relationships.

 Production elements, which refer to the quality of decisions taken;

work procedures; employees’ quality of work/services; work
efficiency; research creativity and total output.

2. Managerial Grid Theory Text Book
Page152
Behavioral Perspective

Blake and Mouton plotted both dimensions in a grid to explain leadership styles. The emphasis on human elements is represented in the vertical axis while the

emphasis on production elements is represented in the horizontal axis.

Based on the grid, there are five leadership styles:

Impoverished or Poor Management (1,1)

Managers have low concern for both human elements (employees) and production
elements (production or tasks). They abandon their leadership role. This is sometimes
called Laissez-faire management.

Team Management or Democratic (9,9)

Managers have high concern for both production and employee morale and satisfaction.
Blake and Mouton argue strongly that this is the most effective type of leadership behavior
and in most situations, result in improved performance, low absenteeism and turnover and
high employee satisfaction.

Country Club or Comfortable Management (1,9)

Managers have high concern for employees but low concern for production.

Authority-compliance Management (9,1)

Managers have high concern for production and efficiency but low concern for employees.
This is an authoritarian or task management style.

THE LEADERSHIP GRID Middle-of-the-road Management Style (5,5)

Managers have an intermediate amount of concern for both production and employee
satisfaction. Managers aim for ‘satisfactory’ levels and not a high levels in both areas.

3. Likert’s Management System Text Book
Page153
Behavioral Perspective

Rensis Likert (1961) in his book, New Patterns of Management, introduced four systems of management or four leadership styles.

System 1 : System 2: System 3: System 4:
Exploitative – Authoritative
Benevolent-Authoritative Consultative Participative
 Responsibility, power and direction
 Responsibility lies with the top  Managers set the goals and give  This is the ideal system.
are in the hands of top
management, with some directions after discussing with Management has full confidence in
management. Subordinates carry employees. employees and encourages them to
involvement of lower management. actively participate in decision-
out the instructions.  Managers have substantial but not making.
 Managers have some trust and
 Managers lack of confidence in complete trust and confidence in  Employees feel absolutely free to
confidence in subordinate, up to the subordinates and constructively
their subordinates, while uses subordinates’ views and discuss job-related issues with their
master-servant relationship. opinions. managers and are involved in goal-
subordinates are afraid of their setting and decision-making that are
 Motivation is based on rewards, not  Employees feel free to discuss job- related to their job. Two-way
managers. communication is practiced and
fear and threat. related issues with managers and managers seriously look into ways to
 Uses any means, including threats make decision regarding their jobs. motivate subordinates.
 Subordinates have the freedom to Two-way communication and
to subordinates to get work done. cooperation between teams are  Employee involvement creates
give comments or feedback on the encouraged. Hence, upward
 Communication flows downwards. communication is better than system commitment towards the
 Cooperation between managers given orders and have some work 2. Sometimes, employee achievement of organizational goals.
involvement is used as a
and employees is poor. flexibility, but still need to be very motivational factor.  Productivity is high and employee-

careful on doing their work.  Productivity is good and employee- related issues is low.

 Communication may flow upwards related issues are moderate.  Employees are deemed an important
Rewards are given to employees as
but is somewhat restricted (e.g. to a form of motivation. part of the organization and are given
recognition and rewarded for good
negotiations or what the superior work.

wants to hear).

 Productivity level is moderate. There

is lack of communication and little

teamwork.

Theories of Leadership Text Book
Page155
Chapter 4: Leadership

The contingency theory of leadership Contingency Leadership Situational Model
states that a leader’s effectiveness is Perspective (Hersey and Blanchard)
contingent upon how his leadership
style matches to the situation. Path-goal Theory
(Robert House)
The contingency theories consider
Fiedler Contingency Model
the following two aspects: (Fred Fiedler)
The most important factor that
influences a leader’s behaviour in Leader-Participation Theory
different situations, and (Vroom and Yetton)

 The most effective leadership

style that should be practised in
different situations.

1. Leadership Situational Model (Hersey and Blanchard)
Text Book

Contingency Perspective Page155

This theory suggests that there is no single best leadership style. Instead, the most
appropriate leadership style depends on the situation being faced and which type
of leadership and strategies are best-suited to the task.

Managers’ leadership style should change based on their subordinates’ maturity
levels, behavior towards the task and behavior towards relationships.

Phase 1: Informing Phase 2: Selling

 Task-oriented behavior is high As new employees begin to

while the relationship-oriented understand their jobs, the

 behavior is low. appropriate leadership style
When new employees are hired- changes to one that is high task-

they need to understand the oriented and high relationship-

organization’s rules and oriented.
Managers must still provide
procedures, and be given direction

 on how to perform their duties. direction from time to time.
Managers should inform their The manager-subordinate

 employees the detail of the duties. relationship is now closer and there
Employee-oriented behavior will is increased mutual trust and

then be emphasized. respect.

1. Leadership Situational Model (Hersey and Blanchard)
Text Book

Contingency Perspective Page155

Phase 3: Participating Phase 4: Delegating

 As employees’ maturity continue to When employees’ maturity level

increase with time, the appropriate reaches maximum, a leadership

leadership style becomes one that style with low emphasis on task

is high relationship-oriented and low and relationship is adopted.

 task-oriented.
Because employees are now

competent in performing their jobs,

the manager is less concerned with

tasks but still need to continue to

build a close relationship behavior

with their subordinates.

The main point of this theory is that not one of these four leadership
styles is the best.

Instead, an effective leader will match his behavior to the
developmental skill of each subordinate for the task at hand.

2. Path Goal Theory (Robert House) Text Book
Page156
Contingency Perspective

 This theory based on the leader applying a particular leadership style/behavior that best fits an employee’s characteristics and his work environment in order to
achieve a goal.

 The goal is to increase employees’ motivation, empowerment and satisfaction so that they become productive members of the organization.
 In a nutshell, in the Path Goal Theory of Leadership, effective leaders give their employees a clear path they must follow to achieve their goals.

The three basic steps:
Determine the employee characteristics

Select a leadership style
Focus on motivational factors that
will help the employee succeed.

Path-Goal Theory of Leadership

2. Path Goal Theory (Robert House) Text Book
Page156
Contingency Perspective

Four Leadership styles:

Directive Participative
 The leader tells employees what is expected of  The leader includes employees in decision-making.
 He obtains their opinions and ideas, encourages
them, what to do, how to performs tasks, as well
as schedules and coordinates work. participation and is open to discussion.
 This style is suited for inexperience employees  This style is used when employees are highly involved
who need guidance and need to be checked on
regularly and have specialist knowledge.

Supportive Achievement-oriented

 The leader shows concern for employees’  The leader sets clear and challenging goals for for
well being and personal needs. employees.

 His behavior is open, friendly and  He stresses on high quality performance and
approachable. improvement over current performance.

 Employees are treated with respect and  He has high confidence in employees and helps them
given support when necessary. learn how to achieve high goals.

 This style is effective where employees have  This style is most effective with employees who can
personal issues, lack confidence or are work independently and are capable of solving.
demotivated.

SHORT BREAK!

Organizational Communication Text Book
Page161
Chapter 4: Leadership

Organizational communication can be defined as the sending and
receiving of messages among interrelated individuals within a
particular environment or setting, to achieve individual and
common goals.

Communication is a process

Communication does not have a definite beginning/end and considered dynamic
because it involves the use of words, gestures and facial expressions.

Communication is systematic

Components in the communication process (sender, receiver, information and
channel) are dependent on one another as there interact and influence one another

Communication is an interaction and a transaction

Interaction refers to the exchange of messages between the parties involved and
transaction implies that all parties involved share the activities in the message
during the encoding stage.

Communication may be intentional or unintentional

Intentional communication means that one person is sending a message to another
person in a purposeful way. Unintentional communication refers to situations when
one person does something that is interpreted by another person as a message,
even if the first person did not meant for it to be.

Organizational Communication Text Book
Page162
Chapter 4: Leadership

THE IMPORTANCE OF COMMUNICATION

It enables managers to perform POLC’s functions
It helps in socializations
It helps in shaping attitudes
It acts as a source of information

Basic Elements of the Communication Process Text Book
Page162
Organizational Communication

Communication involves the transfer in information between two parties. Information sent Basic Communication Process
must be understood by the receiver as it is understood by the sender.

Information sent must be understood by the receiver as it is understood by the sender. Sender Message Receiver

Sender or Source Receiver Complex Communication Process

The person who starts the communication. The The person who receives the message from Encoding
sender has information that he wants to share the sender.
with others. Sender Channel
Disturbances or Barriers (Media)
Encoding
Sometimes called ‘noise’, these are anything Barrier/
When the sender translates the information to be that confuses, diminishes, disturbs or Disturbance
sent into a series of symbols that represent an interferes with communication.
idea or concept Feedback Decoding
Feedback
Channel
This is when the receiver expresses his
The medium of communication between a sender reaction to the sender’s message.
and a receiver. The channel used must be
suitable for the message that is to be delivered. Receiver

Decoding

The process of giving meaning and interpreting
the message into a form that is understood by the
receiver.

Types of Communication Text Book
Page166
Organizational Communication

Verbal Communication Non-Verbal Communication Electronic Communication

 Involves words that may be spoken or  Refers to the use of elements and behaviors  Embraces all kinds of computer-mediated
 written.
not coded into words. communication in which individuals
Written communication: letters, memoranda, exchange messages with others, either
reports, resumes, written telephone IMPORTANT CATEGORIES: individually or in groups.
messages, newsletters and manuals.
 KINESIC BEHAVIOR (BODY LANGUAGE) ADVANTAGES
ADVANTAGES  Body movements such as gestures, Have made it quick and easy for people to
communicate.
 Provide a permanent records facial expressions, eye movements
 Easy to preserve and posture.  Cost-effective.
 Easy to circulate  Enabled people working at different
 Easy to verify  PROXEMICS  locations and time to communicate.
 Reduces the risk of misinterpretation  The impact of proximity and space on
 Allows the sender to carefully consider the Work without ant physical movement.
communication. (sitting nearby the DISADVANTAGES
intended message. sender)
 Privacy issues.
DISADVANTAGES  PARALANGUAGE  Security issues
 The vocal aspects of communication,  Computer viruses,
 Comparatively more expensive to prepare,  Fake news
 time-consuming, or how something is said rather than is  Disturbed line connection.
 impersonal, said. (the tone of voice)
 illiterate persons will not be able to
 OBJECT LANGUAGE
understand  Refers to the display of material

things. (clothes, decoration)

Principles of Effective Communication Text Book
Page164
Organizational Communication

THE THE
SENDER RECEIVER

Use clear words, sentences and Concentrate fully on what the
language that are easily sender wants to deliver.
understood.
Give appropriate feedback.
Use a deliver style that will
attract the receiver’s attention Listen with patience and
and interest. empathy.

Communicate with sincerity and
with an open heart.

Formal Communication Text Book
Page164
Organizational Communication

FORMAL COMMUNICATION is communication that follow s the official hierarchical structure and task requirements. It is associated with
organizational position. It can be either be in verbal form or non-verbal form.

Flow of Formal Communication

CEO Top to Bottom Communication

Marketing Finance Operation Occurs from top-level management to lower-level management.
Manager Manager Manager Provides information regarding organization's goals, objectives,
policies and plans.
Marketing Finance Operation
Executive Executive Executive Bottom to Top Communication

Marketing Finance Operation Flows from lower-level employees or subordinates to higher-level
Assistant Assistant Assistant officers. Communication such as feedback, performance reports,
problems and problem solving suggestions.

Horizontal Communication

Occurs between two or more individuals at the same
management levels. Usually occurs at middle and lower level.

Cross Communication

Occurs between two or more individuals from different
departments and from different management levels.

Informal Communication (Grapevine) Text Book
Page167
Organizational Communication

INFORMAL COMMUNICATION (GRAPEVINE) occurs independently from hierarchy or task relationships. It relates to personal, not
positional issues such as personal relationships unrelated to organizational positions among employees.

Four Main Types of Grapevine

Single Strand Chain

This is where person A informs person B who, in turn informs person
C, and so on down the line. This chain is least accurate in passing
on information.

Gossip Chain

Person A seeks out and tells the information to everyone. This
chain is usually used when the information is very interesting but
not job-related.

Probability Chain

Person A is indifferent as to who he tells the information and tells
the information randomly, and those people in turn tell others at
random. Information usually not important but interesting.

Cluster Chain

Person A tells the information to a selected group of people and
those individuals then inform a few selected others.

Barriers to Effective Communication Text Book
Page169
Organizational Communication

Internal Barriers Steps to Overcome

Differing Perceptions  Explain the message so those with differing views and experiences can
People who have different background of knowledge, education and
experience may perceive the same situation differently. understands.
 Learn about the background of the message recipients.
 Sender/receiver should apply active listening skills and the feeling of empathy.

Language Differences  Explain technical terms and use simple and direct language where possible.
The words used must have the same meaning to the sender and the  Ask questions to ensure the message is properly understood.
receiver for the message to be successfully communicated.  Encourage receivers to ask questions, if unsure.

Emotions  Accept them as part of the communication process and try to empathize with
A person’s emotional state can affect how a message is sent or the recipient’s reactions.

perceived.  Be prepare to deal with possible reaction.
 Be aware of your own moods and how they influence others.

Inconsistent Verbal And Non-verbal Communication  Be aware of any such inconsistencies.
A person may say one thing but body language says otherwise.  Ensure gestures, expressions, posture, dressing and other non-verbal

communications agree with the message.

Distrust  Credibility takes time to develop, so be sincere, empathetic and consistent.
The trustworthiness of the sender can determine how much trust the  Communicate openly and honestly.
receiver puts in the message.  Build close rapport.

Barriers to Effective Communication Text Book
Page169
Organizational Communication

External Barriers Steps to Overcome

Noise and Other Distractions  Turn off the machine making the noise.
There are many types of noise. For example: physical noise, written  Move away to a quieter location or communicate at another time.
noise and technological noise.  Increase the strength and clarity of the message.
 Try to regain the receiver’s attention..

Problems with Equipment/Technology or Equipment  Properly select the medium of communication.
Failure in network facilities as well as mechanical and technical  Written communication is encouraged for delivering complex or
breakdowns can impede or disable communication altogether.
important messages.

Time and Distance  Move away to a quieter location or communicate at another time.
Differences in time zones as well as geographical distance can affect the  Increase the strength and clarity of the message.
quality of communication.  Try to regain the receiver’s attention.

Environment or Climate  Move away to a quieter location or communicate at another time.
Thunder, rain, wind and other environmental factors create noise that  Increase the strength and clarity of the message.
are beyond human control.  Try to regain the receiver’s attention.

Q&A