Richard L. Daft - Management. 9th ed., 2010

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Chapter Outline

Learning Outcomes

After studying this chapter, you should be able to:

1. Explain why communication is essential for effective management, and

describe the communication pr

ocess.

2. Describe the concept of channel richness, and explain how communica-

tion channels inﬂ

uence the quality of communication.

3. Understand how gender differences, nonverbal communication, and lis-

ening affect the effectiveness of communication.

4. Explain the difference between formal and informal organizational com-

munications and the impor

tance of each for organization management.

5. Identify how structure inﬂ

uences team communication outcomes.

6. Appreciate the role of personal communication channels in enhancing

ganizational communication.

7. Recognize the manager’s role in creating dialogue, managing crisis com-

munication, of

fering feedback, and creating a climate of trust.

Are You Building a Personal Network?

Communication Is the Manager’s Job

What Is Communication?

The Communication Pr

ocess

Communicating Among People

Communication Channels

Communicating to P

ersuade and Inﬂ uence

Others

Gender Differences in Communication

Nonverbal Communication

Listening

New Manager Self-Test: What Is Your

Social Disposition?

Organizational Communication

Formal Communication Channels

eam Communication Channels

Personal Communication Channels

Innovations in Organizational

Communication

Dialogue

Crisis Communication

Feedback and Learning

Climat

e of Trust and Openness

471

Managing

Communication

Controlling

Planning

Environment

Organizing

Leading

Introduction

ARE YOU BUILDING A PERSONAL NETWORK?

How much effort do you put into developing connections

with other people? Personal networks may help a new

manager in the workplace. To learn something about your

networking skills, answer the questions below. Please indi-

cate whether each item is Mostly True or Mostly False for

you in school or at work.

Mostly

True

Mostly

False

1. I learn early on about changes

going on in the organization and

how they might affect me or my

position.

2. I network as much to help other

people solve problems as to help

myself.

3. I am fascinated by other people

and what they do.

4. I frequently use lunches to meet

and network with new people.

5. I regularly participate in chari-

table causes.

6. I maintain a list of friends and

colleagues to whom I send holi-

day greeting cards.

7. I maintain contact with people

from previous organizations and

school groups.

8. I actively give information to sub-

ordinates, peers, and my boss.

SCORING AND INTERPRETATION: Give yourself

one point for each item marked as Mostly True. A score

of six or higher suggests active networking and a solid

foundation on which to begin your career as a new man-

ager. When you create a personal network, you become

well connected to get things done through a variety of

relationships. Having sources of information and sup-

port helps a new manager gain career traction. If you

scored three or less, you may want to focus more on

building relationships if you are serious about a career

as a manager. People with active networks tend to be

more effective managers and have broader impact on the

organization.

Personal networking is an important skill for managers because it enables them to get

things done more smoothly and rapidly than they could do in isolation. Networking

builds social, work, and career relationships that facilitate mutual bene t. How do

managers build a personal network that includes a broad range of professional and

social relationships? One key is knowing how to communicate effectively. In fact,

communication is a vital factor in every aspect of the manager’s job.

Organizations in today’s complex business environment depend on effective

communication to ensure business success. This is especially true in the competitive

world of retailing. Target, ranked 33rd on the Fortune 500, banks on a steady stream

of bold new product ideas to stay competitive against Wal-Mart and its low-price

strategy. Yet Target managers know employee enthusiasm and knowledge is just as

important as the products. Target educates employees with frequent communica-

tion about the company’s vision, values, and strategic goals. Before trendsetting new

products are launched in stores, for example, top managers thoroughly educate more

than 150 marketing managers, PR representatives, and even the training staff on the

marketing strategy behind each product. “We take the time to communicate to our

PART 5 LEADING472

broad organization what they do, why they’re doing it, and how it  ts the whole,”

explains CEO Gregg Steinhafel.

Target’s managers know that effective organizational communication leads to

business success and impressive  nancial gains. A study by Watson Wyatt World-

wide found that companies with the most effective communication programs had a

47 percent higher total return to shareholders from 2002 to 2006 when compared with

companies that had less effective communication.

Not only does effective communication lead to better bottom-line results, but

much of a manager’s time is spent communicating. Managers spend at least 80 per-

cent of every working day in direct communication with others. In other words,

48 minutes of every hour is spent in meetings, on the telephone, communicating

online, or talking informally while walking around. The other 20 percent of a typical

manager’s time is spent doing desk work, most of which is also communication in

the form of reading and writing.

This chapter explains why managers should make effective communication a

priority. First, we examine communication as a crucial part of the manager’s job

and describe a model of the communication process. Next, we consider the inter-

personal aspects of communication, including communication channels, persua-

sion, gender differences, listening skills, and nonverbal communication that affect

managers’ ability to communicate. Then, we look at the organization as a whole

and consider formal upward, downward, and horizontal communications as well

as personal networks and informal communications. Finally, we describe the man-

ager’s role in creating dialogue, managing crisis communication, using feedback

and learning to improve employee performance, and creating a climate of trust and

openness.

COMMUNICATION IS THE MANAGER’S JOB

Exhibit 16.1 illustrates the crucial role of managers as communication champions.

Managers gather important information from both inside and outside the organiza-

tion and then distribute appropriate infor-

mation to others who need it. Managers’

communication is purpose-directed in that

it directs everyone’s attention toward the

vision, values, and desired goals of the

team or organization and in uences people

to act in a way to achieve the goals. Man-

agers facilitate strategic conversations by

using open communication, actively lis-

tening to others, applying the practice of

dialogue, and using feedback for learning

and change. Strategic conversation refers

to people talking across boundaries and

hierarchical levels about the team or orga-

nization’s vision, critical strategic themes,

and the values that help achieve important

goals.

For example, at Royal Philips Elec-

tronics, president Gerald Kleisterlee de ned

four strategic technology themes that he

believes should de ne Philips’s future in

the industry: display, storage, connectivity,

and digital video processing. These themes

intentionally cross technology boundaries,

which require that people communicate

and collaborate across departments and

divisions to accomplish goals.

As communication champion for Marriott Interna-

tional, CEO Bill Marriott gathers information and communicates the vision, values,

and goals of the company. Here he stops to congratulate employees on the opening

of a new Renaissance Grand Hotel in downtown St. Louis. In his blog, Marriott on

the Move at www.blogs.marriott.com, the CEO opens communication with Marriott

customers and employees and shares his views on current events and how they affect

the company’s mission.

str

ateg

c conversat

Dia

ue across boundaries and

l l

bou

am or or

anization

’

s vision,

itical strate

ic themes, and

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p ac

ieve

ortant

CHAPTER 16 MANAGING COMMUNICATION 473

Leading

Communication permeates every management function described in Chapter 1.

For example, when managers perform the planning function, they gather informa-

tion; write letters, memos, and reports; and meet with other managers to formulate

the plan. When managers lead, they communicate to share a vision of what the orga-

nization can be and motivate employees to help achieve it. When managers organize,

they gather information about the state of the organization and communicate a new

structure to others. Communication skills are a fundamental part of every manage-

rial activity.

What Is Communication?

A professor at Harvard once asked a class to de ne communication by drawing pic-

tures. Most students drew a manager speaking or typing on a computer keyboard.

Some placed “speech balloons” next to their characters; others showed pages  ying

from a printer. “No,” the professor told the class, “none of you has captured the

essence of communication.” He went on to explain that communication means “to

share,” not “to speak” or “to write.”

Communication is the process by which information is exchanged and under-

stood by two or more people, usually with the intent to motivate or in uence behavior.

Communication is not just sending information. Honoring this distinction between

sharing and proclaiming is crucial for successful management. A manager who does

not listen is like a used-car salesperson who claims, “I sold a car—they just did not

buy it.” Management communication is a two-way street that includes listening and

other forms of feedback. Effective communication, in the words of one expert, occurs

as follows:

When two people interact, they put themselves into each other’s shoes, try to perceive the world

as the other person perceives it, try to predict how the other will respond. Interaction involves

reciprocal role-taking, the mutual employment of empathetic skills. The goal of interaction is

EXHIBIT 16.1

The Manager as Communi-

cation Champion

SOURCES: Adapted from Henry Mintzberg, The Nature of Managerial Work (New York: Harper and Row, 1973); and

Richard L. Daft, The Leadership Experience, 3rd ed. (Cincinnati, OH: South-Western, 2005), p. 346.

com

cat

The process

ch information is exchan

der

sto

two

ple

sua

lly

the

ten

mot

iva

inﬂ

nce

hav

ior

PART 5 LEADING474

the merger of self and other, a complete ability to anticipate, predict, and behave in accordance

with the joint needs of self and other

It is the desire to share understanding that motivates executives to visit employ-

ees on the shop  oor, hold small informal meetings, or eat with employees in the

company cafeteria. The information that managers gather from direct communication

with employees shapes their understanding of the organization.

The Communication Process

Many people think communication is simple. After all, we communicate every day

without even thinking about it. However, communication usually is complex, and

the opportunities for sending or receiving the wrong messages are innumerable. No

doubt, you have heard someone say, “But that’s not what I meant!” Have you ever

received directions you thought were clear and yet still got lost? How often have you

wasted time on misunderstood instructions?

To better understand the complexity of the communication process, note the key

elements outlined in Exhibit 16.2. Two essential elements in every communication

situation are the sender and the receiver. The sender is anyone who wishes to convey

an idea or concept to others, to seek information, or to express a thought or emotion.

The receiver is the person to whom the message is sent. The sender encodes the idea

by selecting symbols with which to compose a message. The message is the tangible

formulation of the idea that is sent to the receiver. The message is sent through a

channel, which is the communication carrier. The channel can be a formal report, a

telephone call, an e-mail message, or a face-to-face meeting. The receiver decodes

the symbols to interpret the meaning of the message. Encoding and decoding are

potential sources for communication errors, because knowledge, attitudes, and back-

ground act as  lters and create noise when translating from symbols to meaning.

Finally,

feedback occurs when the receiver responds to the sender’s communica-

tion with a return message. Without feedback, the communication is one-way; with

feedback, it is two-way. Feedback is a powerful aid to communication effectiveness,

because it enables the sender to determine whether the receiver correctly interpreted

the message.

As a new manager, become a communication champion by communicating across

boundaries, actively listening to others, and using feedback to make improvements.

Remember that effective communication requires sharing and achieving mutual

understanding.

TakeaMoment

EXHIBIT 16.2

A Model of the

Communication Process

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e T

ect

wit

whi

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essage The tangible formu

n i

dea

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mmun

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interpreting its meanin

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CHAPTER 16 MANAGING COMMUNICATION 475

Leading

COMMUNICATING AMONG PEOPLE

The communication model in Exhibit 16.2 illustrates the components of effective com-

munication. Communications can break down if sender and receiver do not encode

or decode language in the same way.

We all know how dif cult it is to communicate

with someone who does not speak our language, and today’s managers are often

trying to communicate with people who speak many different native languages. The

Manager’s Shoptalk offers suggestions for communicating effectively with people

who speak a different language.

In today’s global business environment, odds are good

you’ll  nd yourself conversing with an employee,

colleague, or customer who has limited skills in your

native language. Here are some guidelines that will

help you speak—and listen—more effectively.

1. Keep your message simple. Be clear about what

you want to communicate, and keep to the

point. Avoid slang. Using too many culturally

narrow expressions, idioms, colloquialisms, and

too much humor can cause your message to be

totally lost in translation.

2. Select your words with care. Don’t try to dazzle

with your vocabulary. Choose simple words,

and look for opportunities to use cognates—that

is, words that resemble words in your listener’s

language. For example, banco in Spanish means

“bank” in English. Assemble those simple words

into equally simple phrases and short sentences.

And be sure to avoid idioms, slang, jargon, and

vague terminology such as soon, often, or several.

3. Pay close attention to nonverbal messages.

Don’t cover your mouth with your hand. Being

able to see your lips helps your listener decipher

what you are saying.

4. Speak slowly and carefully. In particular, avoid

running words together. “Howyadoin?” won’t

make any sense to someone still struggling with

the English language, for example.

5. Allow for pauses. If you’re an American, your

culture has taught you to avoid silence when-

ever possible. However, pauses give your lis-

tener time to take in what you have said, ask a

question, or formulate a response.

6. Fight the urge to shout. Speaking louder doesn’t

make it any easier for someone to understand

you. It also tends to be intimidating and could

give the impression that you are angry.

7. Pay attention to facial expressions and body

language, but keep in mind that the meaning of

such cues can vary signi cantly from culture to

culture. For example, Americans may view eye

contact as a sign you’re giving someone your full

attention, but the Japanese consider prolonged

eye contact rude.

8. Check for comprehension frequently, and invite

feedback. Stop from time to time and make sure

you’re being understood, especially if the other

person laughs inappropriately, never asks a

question, or continually nods and smiles politely.

Ask the listener to repeat what you’ve said in his

or her own words. If you  nd the other person

hasn’t understood you, restate the information

in a different way instead of simply repeating

yourself. Similarly, listen carefully when the

non-native speaks, and offer feedback so the per-

son can check your understanding of his or her

message.

Effective multicultural communication isn’t easy,

but a small investment in clear communication will

result in trust and improved productivity.

SOURCES: Marshall Goldsmith, “Crossing the Cultural

Chasm,” BusinessWeek.com, May 30, 2007, http://www

.businessweek.com/careers/content/may2007/ca20070530_

521679.htm?chan=search (accessed April 8, 2008); “How to

Communicate with a Non Native English Speaker,” wikiHow,

www.wikihow.com/ Communicate-With-a-Non-Native-

English-Speaker; Sondra Thiederman, “Language Barriers:

Bridging the Gap,” www.thiederman.com/articles_detail

.php?id=39; and “Communicating with Non-native Speakers,”

Magellan Health Services, www.magellanassist.com/mem/

library/default.asp?TopicId=95&CategoryId=0&ArticleId=5.

Breaking Down Language Barriers

Manager’sShoptalk

PART 5 LEADING476

Many factors can lead to a breakdown in communications. For example, the selec-

tion of communication channel can determine whether the message is distorted by

noise and interference. The listening skills of both parties and attention to nonverbal

behavior can determine whether a message is truly shared. Thus, for managers to be

effective communicators, they must understand how factors such as communication

channels, the ability to persuade, gender differences, nonverbal behavior, and listen-

ing all work to enhance or detract from communication.

Communication Channels

Managers have a choice of many channels through which to communicate to other man-

agers or employees. A manager may discuss a problem face-to-face, make a telephone

call, use instant messaging, send an e-mail, write a memo or letter, or post an entry

to a company blog, depending on the nature of the message. Research has attempted

to explain how managers select communication channels to enhance communication

effectiveness.

The research has found that channels differ in their capacity to convey

information. Just as a pipeline’s physical characteristics limit the kind and amount of liq-

uid that can be pumped through it, a communication channel’s physical characteristics

limit the kind and amount of information that can be conveyed through it. The channels

available to managers can be classi ed into a hierarchy based on information richness.

The Hierarchy of Channel Rich-

ness Channel richness is the amount of

information that can be transmitted during

a communication episode. The hierarchy of

channel richness is illustrated in Exhibit 16.3.

The capacity of an information channel is

in uenced by three characteristics: (1) the

ability to handle multiple cues simultane-

ously; (2) the ability to facilitate rapid, two-

way feedback; and (3) the ability to establish

a personal focus for the communication.

Face-to-face discussion is the richest medium,

because it permits direct experience, mul-

tiple information cues, immediate feedback,

and personal focus. Face-to-face discussions

facilitate the assimilation of broad cues and

deep, emotional understanding of the situ-

ation. Telephone conversations are next in

the richness hierarchy. Although eye contact,

posture, and other body language cues are

missing, the human voice can still carry a tre-

mendous amount of emotional information.

Electronic messaging, such as e-mail

and instant messaging, is increasingly being

used for messages that were once handled

via the telephone. However, in a survey

by researchers at The Ohio State University, most respondents said they preferred

the telephone or face-to-face conversation for communicating dif cult news, giving

advice, or expressing affection.

Because e-mail messages lack both visual and verbal

cues and don’t allow for interaction and feedback, messages can sometimes be mis-

understood. Using e-mail to discuss disputes, for example, can lead to an escalation

rather than a resolution of con ict.

Studies have found that e-mail messages tend to be

much more blunt than other forms of communication, even other written communica-

tions. This bluntness can cause real problems when communicating cross-culturally,

because some cultures consider directness rude or insulting.

Instant messaging

Videoconferencing systems, such as the Polycom high-

deﬁ nition system shown here, use increasingly sophisticated hardware and software

to transmit both visual and verbal cues and provide feedback. On large screens in

the front of the room, managers not only see and hear colleagues thousands of

miles away, but they can also scrutinize displays of relevant information. These new

systems provide channel richness once characteristic of only face-to-face meetings.

Analysts expect that terrorism threats, possible pandemics, and expensive business

travel will fuel at least a 20 percent annual increase in spending on videoconferenc-

ing systems in the foreseeable future.

cha

nnel richness

The

oun

information that can be trans

itted during a communicatio

isode

CHAPTER 16 MANAGING COMMUNICATION 477

Leading

alleviates the problem of miscommunication to some extent by allowing for imme-

diate feedback. Instant messaging (IM) allows users to see who is connected to a

network and share short-hand messages or documents with them instantly. A grow-

ing number of managers are using IM, indicating that it helps people get responses

faster and collaborate more smoothly.

Overreliance on e-mail and IM can damage

company communications because people stop talking to one another in a rich way

that builds solid interpersonal relationships. However, some research indicates that

electronic messaging can enable reasonably rich communication if the technology

is used appropriately.

Organizations are also using videoconferencing that offers

video capabilities to provide visual cues and greater channel richness.

Still lower on the hierarchy of channel richness are written letters and memos. Writ-

ten communication can be personally focused, but it conveys only the cues written on

paper and is slower to provide feedback. Impersonal written media, including  iers, bul-

letins, and standard computer reports, are the lowest in richness. These channels are not

focused on a single receiver, use limited information cues, and do not permit feedback.

Selecting the Appropriate Channel It is important for managers to understand

that each communication channel has advantages and disadvantages and that each

can be an effective means of communication in the appropriate circumstances.

Chan-

nel selection depends on whether the message is routine or nonroutine. Nonroutine

messages typically are ambiguous, concern novel events, and involve great potential

for misunderstanding. They often are characterized by time pressure and surprise.

Managers can communicate nonroutine messages effectively by selecting rich chan-

nels. Routine messages are simple and straightforward. They convey data or statistics

or simply put into words what managers already agree on and understand. Routine

messages can be ef ciently communicated through a channel lower in richness, such

as e-mail. Written communications should also be used when the communication is

of cial and a permanent record is required.

As a new manager, take care in choosing how to send a message. Don’t use e-mail

for difﬁ cult or emotional conversations that should be dealt with face-to-face or by

telephone. E-mail is preferable for routine communications.

Consider the alert to consumers issued by the FDA following a widespread

E.coli outbreak in September 2006. Tainted bagged spinach sickened 199 people in

at least 26 states and resulted in one death. Grocers immediately pulled the prod-

uct from shelves, and widespread news coverage warned the public not to consume

any bagged spinach until the cause of the contamination could be identi ed. An

TakeaMoment

High

Channel Richness

Low

Channel Richness

Face-to-face

Communication

Reports/Bulletins

Letters and Memos

Advantages

Personal

Two-way

Fast feedback

Advantages

Permanent record

Premeditated

Easy to

disseminate

Disadvantages

No permanent record

Spontaneous

Difficult to

disseminate

Disadvantages

Impersonal

One-way

Slow feedback

Telephone

Electronic Messages

(email, IM, blogs)

EXHIBIT 16.3 A Continuum of Channel Richness

ins

tant messaging

(

)

ctronic communication tha

ows

ers

con

nec

ted

net

wor

sha

orm

ati

ins

tan

tly

PART 5 LEADING478

immediate response was critical. This type of nonroutine communication forces a

rich information exchange. The group facing such a communication challenge will

meet face-to-face, brainstorm ideas, and provide rapid feedback to resolve the situa-

tion and convey the correct information. If, in contrast, an agency director is prepar-

ing a press release about a routine matter such as a policy change or new department

members, less information capacity is needed. The director and public relations peo-

ple might begin developing the press release with an exchange of memos, telephone

calls, and e-mail messages.

The key is to select a channel to  t the message. During a major acquisition, one

 rm decided to send top executives to all major work sites of the acquired company,

where most of the workers met the managers in person, heard about their plans for

the company, and had a chance to ask questions. The results were well worth the time

and expense of the personal face-to-face meetings because the acquired workforce

saw their new managers as understanding, open, and willing to listen.

Communi-

cating their nonroutine message about the acquisition in person prevented damaging

rumors and misunderstandings. The choice of a communication channel can also

convey a symbolic meaning to the receiver; in a sense, the medium becomes the mes-

sage. The  rm’s decision to communicate face-to-face with the acquired workforce

signaled to employees that managers cared about them as individuals.

Communicating to Persuade and Inﬂ uence Others

Communication is not just for conveying information, but also to persuade and

in uence people. Although communication skills have always been important to

managers, the ability to persuade and in uence others is even more critical today.

Businesses are run largely by cross-functional teams that are actively involved in

making decisions. Issuing directives is no longer an appropriate or effective way to

get things done.

To persuade and in uence, managers have to communicate frequently and eas-

ily with others. Yet some people  nd interpersonal communication experiences

unrewarding or dif cult and thus tend to avoid situations where communication is

required. The term communication apprehension describes this avoidance behavior

and is de ned as “an individual’s level of fear or anxiety associated with either real

or anticipated communication.” With training and practice, managers can overcome

their communication apprehension and become more effective communicators.

Go to the experiential exercise on pages 494–495 that pertains to your level of

communication apprehension.

Effective persuasion doesn’t mean telling people what you want them to do;

instead, it involves listening, learning about others’ interests and needs, and lead-

ing people to a shared solution.

Managers who forget that communication means

sharing, as described earlier, aren’t likely to be as effective at in uencing or persuad-

ing others, as the founder and president of the executive coaching  rm Valuedance

learned the hard way.

When Susan Cramm was asked by a client to help persuade the client’s boss to support an

initiative she wanted to launch, Cramm readily agreed. They scheduled a meeting with the

boss, then held a series of planning sessions where the two discussed the current situation at

the client’s ﬁ rm, weighed the options, and decided on the best approach for launching the

initiative. Filled with enthusiasm and armed with a PowerPoint presentation, Cramm was

sure the client’s boss would see things their way.

An agonizing 15 minutes later, she was out the door, PowerPoint deck and all, hav-

ing just had a lesson about the art of persuasion. What went wrong? Cramm had focused

on the hard, rational matters and ignored the soft skills of relationship building, listening,

and negotiating that are so crucial to persuading others. “Never did we consider the boss’s

TakeaMoment

Valuedance

Innovative Way

com

munication apprehen-

sio

n individual’s level o

ar or anxiety associated with

erp

ersonal communicat

ion

CHAPTER 16 MANAGING COMMUNICATION 479

Leading

views,” Cramm said later about the planning sessions she and her client held to prepare for

the meeting. “Like founding members of the ‘it’s all about me’ club, we fell upon our swords,

believing that our impeccable logic, persistence, and enthusiasm would carry the day.”

With that approach, the meeting was over before it even began. The formal presentation

shut down communications because it implied that Cramm had all the answers and the boss

was just there to listen and agree.

As this example shows, people stop listening to someone when that individual

isn’t listening to them. By failing to show interest in and respect for the boss’s point

of view, Cramm and her client lost the boss’s interest from the beginning, no matter

how suitable the ideas they were presenting. To effectively in uence and persuade

others, managers have to show they care about how the other person feels. Persua-

sion requires tapping into people’s emotions, which can only be done on a personal,

rather than a rational, impersonal level.

Gender Differences in Communication

As a new manager, you will undoubtedly encounter a vari-

ety of different communication styles in the workplace.

Class, race, ethnicity, and gender are all factors that in u-

ence how people communicate. Managers should work hard

to shed any innate or rigid opinions about a person’s com-

munication style so these beliefs don’t hinder understand-

ing or adversely affect personnel decisions, such as hiring

or promoting. It is much more productive to recognize and

appreciate differences in communication styles, thereby

reducing some of the problems that naturally occur when

a sender and receiver do not encode or decode language in

the same way.

One difference managers encounter frequently relates to

gender. How does gender affect communication style? For

most women, although certainly not all, talking means con-

versation and is primarily a language of rapport, a way to

establish connections and negotiate relationships. Women

use their unique conversational style to show involvement,

connection, and participation, such as by seeking similarities

and matching experiences with others. They tend to inter-

rupt less than men do and work hard to keep a conversation

going. For most men, on the other hand, talk is primarily a

means to preserve independence and negotiate and main-

tain status in a hierarchy. Men tend to use verbal language to exhibit knowledge and

skill, such as by telling stories, joking, or passing on information.

Another notable

difference related to communication in the workplace is how women and men claim

credit for work accomplished. Because women typically seek to build rapport, they

are inclined to downplay their expertise and accomplishments rather than display

them. Men, on the other hand, tend to value their position at center stage, enjoy dem-

onstrating their knowledge, and more easily take credit for their accomplishments.

When managers understand this gender difference, they can make an extra effort to

encourage women to take credit when it is deserved.

Women and men also display differences in body language. Women tend to use

more submissive gestures when communicating with men: using less body space,

pulling in their body, tilting their heads while talking or listening, putting their hands

in their laps more often, and lowering their eyes. Men tend to stare more, point more,

take up more space, keep their heads straight, sit in a more outstretched position, and

use larger, more sweeping gestures.

Grasping the different communication styles of

men and women may help managers maximize every employee’s talents and encour-

age both men and women to contribute more fully to the organization.

Rosa and Jorrick Battles, a suc-

cessful entrepreneurial couple, manage gender differences in

communication to plan their schedules and run their business.

Women tend to build rapport and relationships in their commu-

nications by sharing information. Men tend to negotiate hierarchy

and gather information to make decisions. Researchers show

that women typically read more nonverbal cues to enrich their

understanding. They also use questions that solicit participation.

These differences can enhance or hinder communications in the

workplace and in personal experiences. Communication problems

send couples into therapy more than any other relationship issue.