In communication studies, organizational communication is the study of communication within organizations. The flow of communication could be either formal or informal.
The field traces its lineage through business information, business communication, and early mass communication studies published in the 1930s through the 1950s. Until then, organizational communication as a discipline consisted of a few professors within speech departments who had a particular interest in speaking and writing in business settings. The current field is well established with its own theories and empirical concerns distinct from other fields.
Several seminal publications stand out as works broadening the scope and recognizing the importance of communication in the organizing process, and in using the term "organizational communication". Nobel Laureate Herbert A. Simon wrote in 1947 about "organization communications systems", saying communication is "absolutely essential to organizations".:208W. Charles Redding played a prominent role in the establishment of organizational communication as a discipline.
In the 1950s, organizational communication focused largely on the role of communication in improving organizational life and organizational output. In the 1980s, the field turned away from a business-oriented approach to communication and became concerned more with the constitutive role of communication in organizing. In the 1990s, critical theory influence on the field was felt as organizational communication scholars focused more on communication's possibilities to oppress and liberate organizational members.
Early underlying assumptions
Some of the main assumptions underlying much of the early organizational communication research were:
- Humans act rationally. Some people do not behave in rational ways, they generally have no access to all of the information needed to make rational decisions they could articulate, and therefore will make unrational decisions, unless there is some breakdown in the communication process—which is common. Irrational people rationalize how they will rationalize their communication measures whether or not it is rational.
- Formal logic and empirically verifiable data ought to be the foundation upon which any theory should rest. All we really need to understand communication in organizations is (a) observable and replicable behaviors that can be transformed into variables by some form of measurement, and (b) formally replicable syllogisms that can extend theory from observed data to other groups and settings
- Communication is primarily a mechanical process, in which a message is constructed and encoded by a sender, transmitted through some channel, then received and decoded by a receiver. Distortion, represented as any differences between the original and the received messages, can and ought to be identified and reduced or eliminated.
- Organizations are mechanical things, in which the parts (including employees functioning in defined roles) are interchangeable. What works in one organization will work in another similar organization. Individual differences can be minimized or even eliminated with careful management techniques.
- Organizations function as a container within which communication takes place. Any differences in form or function of communication between that occurring in an organization and in another setting can be identified and studied as factors affecting the communicative activity.
Herbert A. Simon introduced the concept of bounded rationality which challenged assumptions about the perfect rationality of communication participants. He maintained that people making decisions in organizations seldom had complete information, and that even if more information was available, they tended to pick the first acceptable option, rather than exploring further to pick the optimal solution.
In the early 1990s Peter Senge developed new theories on organizational communication. These theories were learning organization and systems thinking. These have been well received and are now a mainstay in current beliefs toward organizational communications.
Networks are another aspect of direction and flow of communication. Bavelas has shown that communication patterns, or networks, influence groups in several important ways. Communication networks may affect the group's completion of the assigned task on time, the position of the de facto leader in the group, or they may affect the group members' satisfaction from occupying certain positions in the network. Although these findings are based on laboratory experiments, they have important implications for the dynamics of communication in formal organizations.
There are several patterns of communication, such as "chain", "wheel", "star", "all-channel" network, and "circle".[full citation needed]
Abbreviations are used to indicate the two-way flow of information or other transactions, e.g. B2B is "business to business". Duplexpoint-to-point communication systems, computer networks, non-electronic telecommunications, and meetings in person are all possible with the use of these terms. Examples:
Main article: Interpersonal communication
One-to-one or interpersonal communication between individuals may take several forms- messages may be verbal (that is, expressed in words), or non-verbal such as gestures, facial expressions, and postures ("body language"). Nonverbal messages may even stem from silence.
Managers do not need answers to operate a successful business; they need questions. Answers can come from anyone, anytime, anywhere in the world thanks to the benefits of all the electronic communication tools at our disposal. This has turned the real job of management into determining what it is the business needs to know, along with the who/what/where/when and how of learning it. To effectively solve problems, seize opportunities, and achieve objectives, questions need to be asked by managers—these are the people responsible for the operation of the enterprise as a whole.
Ideally, the meanings sent are the meanings received. This is most often the case when the messages concern something that can be verified objectively. For example, "This piece of pipe fits the threads on the coupling." In this case, the receiver of the message can check the sender's words by actual trial, if necessary. However, when the sender's words describe a feeling or an opinion about something that cannot be checked objectively, meanings can be very unclear. "This work is too hard" or "Watergate was politically justified" are examples of opinions or feelings that cannot be verified. Thus they are subject to interpretation and hence to distorted meanings. The receiver's background of experience and learning may differ enough from that of the sender to cause significantly different perceptions and evaluations of the topic under discussion. As we shall see later, such differences form a basic barrier to communication.
Nonverbal content always accompanies the verbal content of messages. When speaking about nonverbal communication, Birdwhistell says "it is complementary to (meaning "adds to") rather than redundant with (or repeating of) the verbal behavior". For example, if someone is talking about the length of an object, they may hold out their hands to give a visual estimate of it. This is reasonably clear in the case of face-to-face communication. As Virginia Satir has pointed out, people cannot help but communicate symbolically (for example, through their clothing or possessions) or through some form of body language. In messages that are conveyed by the telephone, a messenger, or a letter, the situation or context in which the message is sent becomes part of its non-verbal content. For example, if the company has been losing money, and in a letter to the production division, the front office orders a reorganization of the shipping and receiving departments, this could be construed to mean that some people were going to lose their jobs — unless it were made explicitly clear that this would not occur.
A number of variables influence the effectiveness of communication. Some are found in the environment in which communication takes place, some in the personalities of the sender and the receiver, and some in the relationship that exists between sender and receiver. These different variables suggest some of the difficulties of communicating with understanding between two people. The sender wants to formulate an idea and communicate it to the receiver. This desire to communicate may arise from his thoughts or feelings or it may have been triggered by something in the environment. The communication may also be influenced by the relationship between the sender and the receiver, such as status differences, a staff-line relationship, or a learner-teacher relationship.
Whatever its origin, information travels through a series of filters, both in the sender and in the receiver, and is affected by different channels, before the idea can be transmitted and re-created in the receiver's mind. Physical capacities to see, hear, smell, taste, and touch vary between people, so that the image of reality may be distorted even before the mind goes to work. In addition to physical or sense filters, cognitive filters, or the way in which an individual's mind interprets the world around him, will influence his assumptions and feelings. These filters will determine what the sender of a message says, how he says it, and with what purpose. Filters are present also in the receiver, creating a double complexity that once led Robert Louis Stevenson to say that human communication is "doubly relative". It takes one person to say something and another to decide what he said.
Physical and cognitive, including semantic filters (which decide the meaning of words) combine to form a part of our memory system that helps us respond to reality. In this sense, March and Simon compare a person to a data processing system. Behavior results from an interaction between a person's internal state and environmental stimuli. What we have learned through past experience becomes an inventory, or data bank, consisting of values or goals, sets of expectations and preconceptions about the consequences of acting one way or another, and a variety of possible ways of responding to the situation. This memory system determines what things we will notice and respond to in the environment. At the same time, stimuli in the environment help to determine what parts of the memory system will be activated. Hence, the memory and the environment form an interactive system that causes our behavior. As this interactive system responds to new experiences, new learnings occur which feed back into memory and gradually change its content. This process is how people adapt to a changing world.
Formal and informal
Informal and formal communication are used in an organization. Communication flowing through formal channels are downward, horizontal and upward whereas communication through informal channels are generally termed as grapevine.
Informal communication, generally associated with interpersonal, horizontal communication, was primarily seen as a potential hindrance to effective organizational performance. This is no longer the case. Informal communication has become more important to ensuring the effective conduct of work in modern organizations.
Grapevine is a random, unofficial means of informal communication. It spreads through an organization with access to individual interpretation as gossip, rumors, and single-strand messages. Grapevine communication is quick and usually more direct than formal communication. An employee who receives most of the grapevine information but does not pass it onto others is known as a dead-ender. An employee that receives less than half of the grapevine information is an isolate. Grapevine can include destructive miscommunication, but it can also be beneficial from allowing feelings to be expressed, and increased productivity of employees.
Top-down approach: This is also known as downward communication. This approach is used by the top level management to communicate to the lower levels. This is used to implement policies, guidelines, etc. In this type of organizational communication, distortion of the actual information occurs. This could be made effective by feedbacks.
Additionally, McPhee and Zaug (1995) take a more nuanced view of communication as constitutive of organizations (also referred to as CCO). They identify four constitutive flows of communication, formal and informal, which become interrelated in order to constitute organizing and an organization:
- organizational self-structuring
- membership negotiation
- activity coordination
- institutional positioning.
Shockley-Zalabak identified the following two perspectives, essentially as ways of understanding the organizational communication process as a whole.:26
The functional tradition
According to Shockley-Zalabak, The functional tradition is "a way of understanding organizational communication by describing what messages do and how they move through organizations". There are different functions within this process that all work together to contribute to the overall success of the organization, and these functions occur during the repetition of communication patterns in which the members of the organization engage in.:28 The first types of functions are message functions which are "What communication does or how it contributes to the overall functioning of the organization", and we describe message functions in three different categories which are organizational functions, relationship functions, and change functions.:30–31 Organizing functions as Shockley-Zalabak states, are "Messages that establish the rules and regulations of a particular environment". These messages can include items such as newsletters or handbooks for a specific organization, that individuals can read to learn the policies and expectations for a certain company.:31 Relationship functions are "Communication that helps individuals define their roles and assess the compatibility of individual and organizational goals". These relationship functions are a key aspect to how individuals identify with a company and it helps them develop their sense of belonging which can greatly influence their quality of work.:31–32 The third and final subcategory within message functions are change functions, which are defined as "messages that help organizations adapt what they do and how they do it". Change messages occur in various choice making decisions, and they are essential to meet the employee's needs as well as have success with continual adaptations within the organization.:32
The meaning centered approach
According to Shockley-Zalabak, the meaning centered approach is "a way of understanding organizational communication by discovering how organizational reality is generated through human interaction". This approach is more concerned with what communication is instead of why and how it works, and message functions as well as message movement are not focused on as thoroughly in this perspective.:38
Historically, organizational communication was driven primarily by quantitative research methodologies. Included in functional organizational communication research are statistical analyses (such as surveys, text indexing, network mapping and behaviormodeling). In the early 1980s, the interpretive revolution took place in organizational communication. In Putnam and Pacanowsky's 1983 text Communication and Organizations: An Interpretive Approach. they argued for opening up methodological space for qualitative approaches such as narrative analyses, participant-observation, interviewing, rhetoric and textual approaches readings) and philosophic inquiries.
In addition to qualitative and quantitative research methodologies, there is also a third research approach called mixed methods. "Mixed methods is a type of procedural approach for conducting research that involves collecting, analyzing, and mixing quantitative and qualitative data within a single program of study. Its rationale postulates that the use of both qualitative and quantitative research provides a better and richer understanding of a research problem than either traditional research approach alone provides.":42 Complex contextual situations are easier to understand when using a mixed methods research approach, compared to using a qualitative or quantitative research approach. There are more than fifteen mixed method design typologies that have been identified.:42 Because these typologies share many characteristics and criteria, they have been classified into six different types. Three of these types are sequential, meaning that one type of data collection and analysis happens before the other. The other three designs are concurrent, meaning both qualitative and quantitative data are collected at the same time.:43
Sequential explanatory design
To achieve results from a sequential explanatory design, researchers would take the results from analyzing quantitative data and get a better explanation through a qualitative follow up. They then interpret how the qualitative data explains the quantitative data.:43
Sequential exploratory design
Although sequential exploratory design may resemble sequential explanatory design, the order in which data is collect is revered. Researchers being with collecting qualitative data and analyzing it, then follow up by building on it through a quantitative research method. They use the results from qualitative data to form variables, instruments and interventions for quantitative surveys and questionnaires.:44
Sequential transformative design
Researchers in line with sequential transformative design are led by a "theoretical perspective such as a conceptual framework, a specific ideology, or an advocacy position and employs what will best serve the researcher's theoretical or ideological perspective".:44 Therefore, with this research design, it could be either the qualitative or quantitative method that is used first and priority depends on circumstance and resource availability, but can be given to either.:44
Concurrent triangulation design
With a concurrent triangulation design, although data is collected through both quantitative and qualitative methods at the same time, they are collected separately with equal priority during one phase. Later, during the analysis phase, the mixing of the two methods takes place.:45
Concurrent embedded design
In a concurrent embedded design, again, both qualitative and quantitative data is collected, although here one method supports the other. Then, one of the two methods (either qualitative or quantitative) transforms into a support for the dominant method.:45
Concurrent transformative design
The concurrent transformative design allows the researcher to be guided by their theoretical perspective, so their qualitative and quantitative data may have equal or unequal priority. Again, they are both collected during one phase.:45
Mixed methods capitalizes on maximizing the strengths of qualitative and quantitative research and minimizing their individual weaknesses by combining both data. Quantitative research is criticized for not considering contexts, having a lack of depth and not giving participants a voice. On the other hand, qualitative research is criticized for smaller sample sizes, possible researcher bias and a lack of generalizability.
During the 1980s and 1990s critical organizational scholarship began to gain prominence with a focus on issues of gender, race, class, and power/knowledge. In its current state, the study of organizational communication is open methodologically, with research from post-positive, interpretive, critical, postmodern, and discursive paradigms being published regularly.
Organizational communication scholarship appears in a number of communication journals including but not limited to Management Communication Quarterly, Journal of Applied Communication Research, Communication Monographs, Academy of Management Journal, Communication Studies, and Southern Communication Journal.
Current research topics
In some circles, the field of organizational communication has moved from acceptance of mechanistic models (e.g., information moving from a sender to a receiver) to a study of the persistent, hegemonic and taken-for-granted ways in which we not only use communication to accomplish certain tasks within organizational settings (e.g., public speaking) but also how the organizations in which we participate affect us.
These approaches include "postmodern", "critical", "participatory", "feminist", "power/political", "organic", etc. and adds to disciplines as wide-ranging as sociology, philosophy, theology, psychology, business, business administration, institutional management, medicine (health communication), neurology (neural nets), semiotics, anthropology, international relations, and music.
Currently, some topics of research and theory in the field are:
- how communicative behaviors construct or modify organizing processes or products
- how communication itself plays a constitutive role in organizations
- how the organizations within which we interact affect our communicative behaviors, and through these, our own identities
- structures other than organizations which might be constituted through our communicative activity (e.g., markets, cooperatives, tribes, political parties, social movements)
- when does something "become" an organization? When does an organization become (an)other thing(s)? Can one organization "house" another? Is the organization still a useful entity/thing/concept, or has the social/political environment changed so much that what we now call "organization" is so different from the organization of even a few decades ago that it cannot be usefully tagged with the same word – "organization"?
- how do group members employ narrative to acculturate/initiate/indoctrinate new members?
- do organizational stories act on different levels? Are different narratives purposively invoked to achieve specific outcomes, or are there specific roles of "organizational storyteller"? If so, are stories told by the storyteller received differently from those told by others in the organization?
- in what ways does the organization attempt to influence storytelling about the organization? under what conditions does the organization appear to be more or less effective in obtaining a desired outcome?
- when these stories conflict with one another or with official rules/policies, how are the conflicts worked out? in situations in which alternative accounts are available, who or how or why are some accepted and others rejected?
- who do we see ourselves to be, in terms of our organizational affiliations?
- do communicative behaviors or occurrences in one or more of the organizations in which we participate effect changes in us? To what extent do we consist of the organizations to which we belong?
- is it possible for individuals to successfully resist organizational identity? what would that look like?
- do people who define themselves by their work-organizational membership communicate differently within the organizational setting than people who define themselves more by an avocational (non-vocational) set of relationships?
- for example, researchers have studied how human service workers and firefighters use humor at their jobs as a way to affirm their identity in the face of various challenges. Others have examined the identities of police organizations, prison guards, and professional women workers.
Interrelatedness of organizational experiences, e.g.,
- how do our communicative interactions in one organizational setting affect our communicative actions in other organizational settings?
- how do the phenomenological experiences of participants in a particular organizational setting effect changes in other areas of their lives?
- when the organizational status of a member is significantly changed (e.g., by promotion or expulsion) how are their other organizational memberships affected?
- what kind of future relationship between business and society does organizational communication seem to predict?
- How does the use of particular communicative practices within an organizational setting reinforce or alter the various interrelated power relationships within the setting? Are the potential responses of those within or around these organizational settings constrained by factors or processes either within or outside of the organization – (assuming there is an "outside")?
- Do taken-for-granted organizational practices work to fortify the dominant hegemonic narrative? Do individuals resist/confront these practices, through what actions/agencies, and to what effects?
- Do status changes in an organization (e.g., promotions, demotions, restructuring, financial/social strata changes) change communicative behavior? Are there criteria employed by organizational members to differentiate between "legitimate" (i.e., endorsed by the formal organizational structure) and "illegitimate" (i.e., opposed by or unknown to the formal power structure) behaviors? When are they successful, and what do we mean by "successful" when there are "pretenders" or "usurpers" who employ these communicative means?
- Cheney, G., Christensen, L.T., Zorn, T.E., and Ganesh, S. 2004. Organizational Communication in an Age of Globalization: Issues, Reflections, Practices." Long Grove, IL: Waveland Press.
- Ferguson, S. D., & Terrion, J. L. (2014). Communication in Everyday Life: Personal and Professional Contexts. Oxford University Press.
- Gergen, Kenneth and Tojo Joseph. 1996. "Psychological Science in a Postmodern Context." American Psychologist. October 2001. Vol. 56. Issue 10. p803-813
- May, Steve and Mumby, Dennis K. 2005. "Engaging Organizational Communication Theory and Research." Thousand Oaks, CA: Sage.
- Redding, W. Charles. 1985. "Stumbling Toward Identity: The Emergence of Organizational Communication as a Field of Study" in McPhee and Tompkins, Organizational Communication: Traditional Themes and New Directions. Thousand Oaks, CA: Sage.
- ^Simon, Herbert A. (1997) . Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations (4th ed.). New York: Free Press. ISBN 0684835827. OCLC 35159347.
- ^Summarized from concepts developed by Alex Bavelas, "Communication Patterns in Task-Oriented Groups," pp. 503–11; Harold Guetzkow, "Differentiation of Roles in Task-Oriented Groups," pp. 512–26, in Cartwright and Zander, Group Dynamics; H.J. Leavitt, "Some Effects of Certain Communication Patterns on Group Performance," Journal of Abnormal and Social Psychology vol.
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Ashleigh Rothel SELF-ANALYSIS ESSAY Just as all human beings are born with a unique fingerprint, everyone possesses and exhibits a difference type of personality. Throughout this essay I will be explain four diagnostic tools of analysing ones personality and the preferences we choose, being the Personal Style Inventory, The Big Five Indicator, Human Dynamics and Emotional Intelligence. From the test results, it was apparent I has various strengths and weaknesses which affect and influence my relationships, communication style and preferences, that are detailed and integrated with the analysis of diagnostic tools. From gaining self-awareness of various weaknesses identified in the results through completing the diagnostic tools, I could identify strategies to undertake to enhance my communication skills and positive relationships, thus giving me the ability to grow and adapt advantageously in the future. Every individual possesses a unique and differently shaped personality that allows us to differentiate from others, and the Personal Style Inventory (PSI) is a questionnaire that illustrates a framework of the preferences we choose in life (Berney, 2010). The results indicate which bipolar factors we prefer through a typology where I am ESFJ; extroversion, sensing/intuition, feeling and judging. However, when comparing this typology with the Big Five Inventory (BFI), this revealed some similarities but also contradictions. The BFI framework abstractly ranks personality into five broad factors of extroversion, agreeableness, conscientiousness, neuroticism and openness, with each factor summarising explicit facets of personality (John & Srivastava, 1999). This tool indicated ‘agreeableness’ as the highest score of 40 in comparison to other dimensions, and thus states this is the most dominant factor in my personality. This correlates with the PSI by preferring ‘feeling’ rather than ‘thinking’ with the highest score of 25, that indicates a definite strength in this dimension and definite weaknesses in the ‘thinking’ dimension (Hogan & Champagne, 1985). These facets accentuate that in my relationships i am more likely to trust and forgive others and form perceptions based on empathy. Also, they both emphasise the ability to be warm and conciliate with others before making decisions, rather than focusing on impersonal success or goals (Hogan & Champagne, 1985). From these findings, it has given me the ability to recognise the strengths of my relationships and how I have long lasting friendships from Primary School as I easily forgive and see others situations in an empathetic manner. This also reveals I am more likely to have interpersonal communication styles, which involve exchanges affected by personal characteristics and relationships. An example of an interpersonal skill is empathy/rapport, which involves building interpersonal relationships whilst establishing familiarity (Tynan, Wolstencroft, Edmondson, & Swanson, 2013). These results imply that in the future, I am likely to build cohesive relationships with employees Ashleigh Rothel through sympathy and cooperation. However, there are possible weaknesses in these dimensions, where strategies are needed to strengthen the ‘thinking’ dynamic. As a Feeler, I can be too acceptable and uncritical and am unguided by logic as justices are based on feelings. Such implications mean I lack direction and may not meet deadlines in my career as tasks won’t be completed on time (Hogan & Champagne, 1985). Therefore in the future, I need to be more logical, that is reason intended to established a proposition, by becoming more assertive. Assertiveness involves positive behaviour and communication that expresses clear preferences and enables people to assert their own views and values while respecting the views and preferences of others. Assertiveness aids clarity and helps make values explicit in communication (Tynan et al., 2013). For example if managing, I need to clearly set out the goals and the methods to achieve them so all employees are aware of these and there is less chance of confusion. This will give me the ability to complete tasks in time and communicate more effectively and efficiently with others. An extrovert is someone who shows gregariousness, is energized through others and dealing with the outside world and may be impatient with extensive and slow tasks (Hart, 1994). Following the PSI, I prefer extroverted facets with a score of 22 , showing some strength in this dimension and some weaknesses in the introversion factor. However in comparison, I received the lowest score in the BFI’s extroversion dimension. This contradiction displays that whether I depict extrovert or introverted characteristics depends on the situation present; it is a contingent trait. Introversion describes a person who makes independent decisions from procedures and prefers to work alone in an isolated environment. The internal mind serves to re-energize them more than the outer world including people and events (Berney, 2010). There are circumstances where I display these characteristics stronger than those of extroversion. For example in the BFI, I answered neither agree nor disagree to whether I consider myself as shy or inhibited. For instance, when I meet a large group of unfamiliar people, I am reserved and lack confidence in expressing my true character from feeling uncomfortable. I also consider myself introverted when I have to complete something that I consider high importance. Such as studying for year 12 exams, I preferred to study alone and was agitated when disrupted by people. However, with no external pressures or restrictions, I consider myself to have most strengths in the extroverted dimension where socialising and connecting with the environment keeps me uplifted and energised. I am outgoing when meeting new people and when working in teams, I like to take charge to make sure everything is in order. However, this attribute could be detrimental in the future when assigned to teams, as I need to learn how to actively listen to others so that they can contribute effectively to the project. The ability to processes messages and respond as to encourage further communication is the practice of active Ashleigh Rothel listening is an important component of interpersonal communication any business (Comer & Drollinger, 1999). Active listening promotes cohesion and ideas between employees, which increase staff morale and its absence can lead to unproductive workplaces (Rane, 2011). A strategy suggested by Knippen and Green (1994) is to provide verbal cues back to speaker to ensure they know the listener is engaged. For example, I am aware that I need to minimise internal distractions as I notice that I tend think of other priorities whist listening to people. A technique to ensure I am giving full attention to the speaker is to respond and restate what they have said such as words like ‘really’ and more direct prompts such as ‘how did he do that?’ (Rane, 2011). As I am extroverted under team circumstances, I need to apply these active listening techniques in team situations so that I don’t dominate and overrule the team from achieving the set goals. Human Dynamics provide an insight into the distinctions in the way people function, they are a “body of work that identifies and illuminates innate distinctions in the way people function as whole systems that include mental, emotional and physical dimensions”(Seagal & Horne, 2003, p. 2). As there is no testing required, I allocated myself into the emotional-physical, or emotional-subjective, dimension through self-awareness and actions of the past, with the functions best suiting my personality. This process allows me to understand how to improve relationships, communication and synergy with others, in order to enhance my personality (Seagal & Horne, 2003). Similarly to the PSI ‘Feeling’ dimension, I have a desire to connect to those around me and am also sensitive to their feelings (Seagal & Horne, 2003). In addition, an emerging theme has formed being the characteristic of maintaining harmony as a consistent concern and a high importance of maintaining relationships(Seagal, 1997). This is beneficial when teams are experiencing conflict to ensure it can be resolved and nature of the task is maintained. This dimension highly values diversity, however I find this to cause internal stress for me as in certain situations I participate in too much and don’t give time myself time to reflect. For instance during Monash orientation, I signed up for multiple clubs and colleges, whilst working a part-time job and found that I was time-poor, causing pressure to complete tasks on time. In my future career, being too anxious will decrease my productivity if I have numerous tasks or jobs to complete. Being organised is an essential strategy during these times when I need to reconsider my highest priorities to be able to remain calm and ensure I have personal time to reflect. For example, this could mean having a dairy and lodging every date and task to be complete so that I won’t over prioritise. Again like the PSI and BFI, my communication style involves assisting others through a personal connection on an empathetic basis. However, a downfall is that relationships become dysfunctional when there is no understanding or awareness of diverse Human Dynamics which results in conflict. Visiting China for school, I had to work with local students to Ashleigh Rothel complete various tasks such as making a puzzle. Since I am extroverted in team situations and like to have a plan of action, i found it very difficult to work with Chinese students to complete it as they enjoyed working alone with no communication. Seagal and Horne (2003) confirm that these are physically centred characteristics and are common among the Chinese culture. For the future, I must be mindful of personality differences in order to understand and have the ability to work as an effective team. This refers to being conscious of ones thoughts and actions (Tynan et al., 2013). Langer (2014) suggests imagining your thoughts as transparent in that you don’t hold any prejudices when this type of conflict occurs which allows you understand and comprehend differences. Through understanding the Chinese culture, being mindful in this situation would have guided me to how I could accept their ways of learning and work with them to complete the puzzle, rather than becoming frustrated. By learning to put aside these negative thoughts, I will be more open to others’ ideas and more willing to listen and learn; “mindfulness fuels adaption”(Hunter, 2013, p. 3). Emotional intelligence (EI) is a relatively new area of behavioural analysis as experts now agree that those who are most successful in business possess a high degree of this intelligence (Weisinger, 2004). Matthews, Zeidner, and Roberts (2004) describe EI as the competence to identify, express, understand and assimilate emotions personally and in others, that is, the intelligent use of emotions. Following the test, I received an EI score of 93 which is a relatively strong score. Subsequently having some strengths in the extroversion dimension from the PSI, Edgar, Mcrorie, and Sneddon (2012) state that several theories associate high extraversion scores with heightened sensitivity to positive emotional stimuli and high neuroticism scores with heightened sensitivity to negative emotion. Although in the BFI’s neuroticism dimension was the second lowest score in comparison to the factors, in the EI test it reveals that I assigned ‘very sight abilities’ for those characteristics of neuroticism, which may be lowering my EI. For example, i gave the lowest score for relaxing when under pressure and staying calm when I am the target, indicative of anxiousness. This could be detrimental for my relationships and destruct communication, as I tend to get anxious when under pressure and exert high stress levels such as in exam situations which I may vent onto others. To improve my EI, Weisinger (2004) emphasises developing a high sense of self-awareness when I feel negative emotions so that I can monitor, observe and influence my actions positively. Once recognised, I must employ a technique to reduce anxiety levels such as Progressive Muscle Relaxation (PMR). This involves working from head to toe and tensing a group of muscles whilst inhaling, and relaxing them during exhalation(Burgess, 2014). Burgess (2014) also states, “when your body is physically relaxed, you cannot feel anxious” and through practice, stress can be managed effectively Ashleigh Rothel and emotions can be used beneficially. This practice will guide me in using my EI in relations with others in order to resolve conflict as low stress levels will give me the ability to calm down and communicate positively. Weisinger (2004) reasons anxious individuals are more distractible and more vulnerable to performance impairment in stressful circumstances. These effects are generally attributed to states of worry that divert processing resources from the task at hand. Having a level of self-awareness to recognise I am experiencing negative emotions in times of stress will allow me to employ the strategy of PMR and be more productive in achieving set goals and have more positive and influential relationships with those around me. Employing the various strategies of assertiveness, active listening, mindfulness and PMR explained, will all aid in strengthening and enhancing my various weaknesses depicted in the preferences that define my personality. Each diagnostic tool allowed me to become conscious of these various flaws, but also strengths that should be maintained in order for effective communication and relationships. This allows me to enhance the ways in which I approach different situations with different people, and hence extend my personal skills and capabilities. Not one person is identical, and it is this awareness and understanding of these diversities that will enhance not only my personal competences but also those relationships with others around me. Ashleigh Rothel REFERENCES Berney, L. (2010). Using the Mbti to Enhance Workplace Communication. The Stepping Stone (39). Burgess, P. (2014). Stress Management: Doing Progressive Muscle Relaxation, from http://www.webmd.com/balance/stress-management/stress-management-doingprogressive-muscle-relaxation Comer, L. B., & Drollinger, T. (1999). Active Empathetic Listening and Selling Success: A Conceptual Framework. [Article]. Journal of Personal Selling & Sales Management, 19(1), 15-29. Edgar, C., Mcrorie, M., & Sneddon, I. (2012). Emotional Intelligence, Personality and the Decoding of Non-Verbal Expressions of Emotion. Personality and Individual Differences, 52(3), 295. Hart, M. (1994). Understanding Your Scores on the Mbti. PA Consulting Group, 1(August 1994). Hogan, R. C., & Champagne, D. W. (1985). Personal Style Inventory: Organization Design and Development. Hunter, J. (2013). Is Mindfulness Good for Business? Mindful. John, O. P., & Srivastava, S. (1999). The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives. Handbook of personality: Theory and research, 2, 102138. Knippen, J. T., & Green, T. B. (1994). How the Manager Can Use Active Listening. [Article]. Public Personnel Management, 23(2), 357. Langer, E. (2014). Mindfulness in the Age of Complexity, The Age. Retrieved from http://hbr.org/2014/03/mindfulness-in-the-age-of-complexity/ar/1 Matthews, G., Zeidner, M., & Roberts, R. D. (2004). Emotional Intelligence: Science and Myth: MIT Press. Rane, D. B. (2011). Good Listening Skills Make Efficient Business Sense. [Article]. IUP Journal of Soft Skills, 5(4), 43-51. Seagal, S. (1997). Basic Principles: A New Paradigm. Seagal, S., & Horne, D. (2003). Human Dynamics for the 21st Century. 14(1). Ashleigh Rothel Tynan, L., Wolstencroft, D., Edmondson, B., & Swanson, D. J. (2013). Communication for Business Oxford University Press. Weisinger, D. H. (2004). Emoting Intelligently. On Wall Street. APPENDIX Results Tool Psi Result ESFJ Meaning Warm-hearted, Talkative ,Sociable and outgoing Extrovert : 22= some strength conscientious, in dimension, some born co-operators, active committee weaknesses in other member of the pair members need harmony and may be good at creating it Sensing : 20=balance in Always doing something nice for someone strengths of dimensions Work best with encouragement and praise Little interest in abstract thinking or Feeling : 25= definite strength in dimension, technical subjects definite weakness in other member of the pair Main interest is in things that directly and visibly affect people's lives. Responsible, attentive and traditional Loyal and hardworking Judging : 22 some strength in Dislike obstructions. dimension, some weakness (Hogan & Champagne, 1985) in other member of the pair Feeling Judgments based on empathy, warmth and personal values Ashleigh Rothel More interested in people and feelings rather than impersonal logic, analysis Interested in conciliation and harmony than winning or achieving impersonal goals Gets along well with people Strengths Big 5 Emotional Considers others feelings Understand needs, values Interested in conciliation Demonstrates feelings Persuades, arouses Extraversion= 21 (Hogan & Champagne, 1985) Agreeableness: Neuroticism=29 Trust (forgiving) Openness =32 Straightforwardness (not demanding) Conscientiousness= 33 Altruism (warm) Agreeableness= 40 Compliance (not stubborn) Modesty (not show-off) Tender-mindedness (sympathetic 93 (John & Srivastava, 1999) N/A Emotional-physical Think in dialogue with others Focus on the physical world (people) Moody Sensitive to others feelings and sense own intelligenc e Human dynamics feelings Value personal connection and communication Concern for creating harmony (Seagal & Horne, 2003)