Richard L. Daft - Management. 9th ed., 2010
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PART 5 LEADING490
annual meeting, he agreed to a personal dialogue with the activist. Through careful
listening and willingness to learn, he discovered some weaknesses in his company’s
policies on animal products and became a rm proponent of many of the activist’s
positions. Because of his ability to create a successful dialogue, he also converted the
opponent into a vocal advocate for Whole Foods.
62
A useful way to describe dialogue is to contrast it with discussion. The differences
between dialogue and discussion are shown in Exhibit 16.8. The intent of discussion,
generally, is to deliver one’s point of view and persuade others to adopt it. A discussion
is often resolved by logic or “beating down” opponents. Dialogue, by contrast, asks
that participants suspend their attachments to a particular viewpoint so that a deeper
level of listening, synthesis, and meaning can evolve from the group. A dialogue’s
focus is to reveal feelings and build common ground. Both forms of communication—
dialogue and discussion—can result in change. However, the result of discussion is
limited to the topic being deliberated, whereas the result of dialogue is characterized
by group unity, shared meaning, and transformed mind-sets. As new and deeper solu-
tions are developed, a trusting relationship is built among team members.
63
Crisis Communication
Over the past few years, the sheer number and scope of crises have made communica-
tion a more demanding job for managers. Organizations face small crises every day,
such as charges of racial discrimination, a factory re, or a u epidemic. Moreover,
acts of intentional evil, such as bombings or kidnappings, continue to increase, causing
serious repercussions for people and organizations.
64
Crises are like res, and effective
communications are the best way to douse them. The slower the response, the faster the
crisis grows, fueled by misinformation, rumors, and fears. Prompt and thoughtful com-
munications can counter confusion and replace it with con dence in the organization’s
leaders.
65
Managers can develop four primary skills for communicating in a crisis.
66
EXHIBIT 16.8
Dialogue and Discussion:
The Differences
SOURCE: Adapted from Edgar Schein, “On Dialogue, Culture, and Organizational Learning,” Organizational Dynamics
(Autumn 1993): 46.
CHAPTER 16 MANAGING COMMUNICATION 491
5
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▪ Maintain your focus. Good crisis communicators don’t allow
themselves to be overwhelmed by the situation. Calmness
and listening become more important than ever. Managers
also learn to tailor their communications to re ect hope and
optimism at the same time they acknowledge the current
dif culties.
▪ Be visible. Many managers underestimate just how impor-
tant their presence is during a crisis.
67
A manager’s job is
to step out immediately, both to reassure employees and
respond to public concerns. Face-to-face communication
with employees is crucial for letting people know that man-
agers care about them and what they’re going through.
▪ Get the awful truth out.
68
Effective managers gather as much
information as they can, do their best to determine the facts,
and tell the truth to employees and the public as soon as
possible. Getting the truth out quickly prevents rumors and
misunderstandings.
▪ Communicate a vision for the future. People need to feel
that they have something to work for and look forward to.
Moments of crisis present opportunities for managers to
communicate a vision of a better future and unite people
toward common goals.
Feedback and Learning
Feedback occurs when managers use evaluation and commu-
nication to help individuals and the organization learn and
improve. It enables managers to determine whether they have
been successful in communicating with others. Recall from
Exhibit 16.2 that feedback is an important part of the commu-
nication process. However, despite its importance, feedback is
often neglected. Giving and receiving feedback is typically dif-
cult for both managers and employees. Yet, by avoiding feed-
back, people miss a valuable opportunity to help one another
learn, develop, and improve.
69
Successful managers focus their feedback to help develop the capabilities
of subordinates, and they encourage critical feedback from employees. When
managers enlist the whole organization in reviewing the outcomes of activities,
they can quickly learn what works and what doesn’t and use that information to
improve the organization. Consider how the U.S. Army’s feedback system pro-
motes whole-system learning.
At the National Training Center just south of Death Valley, U.S. Army troops engage in a simu-
lated battle. The “enemy” has sent unmanned aerial vehicles (UAVs) to gather targeting data.
When the troops fi re on the UAVs, they reveal their location to attack helicopters hovering just
behind a nearby ridge. After the exercise, unit members and their superiors hold an after-action
review to review battle plans, discuss what worked and what didn’t, and talk about how to
do things better. Gen. William Hertzog suggests that inexpensive decoy UAVs might be just
the thing to make a distracted enemy reveal its location. The observation became a “lesson
learned” for the entire army, and UAVs became an important part of battle operations in Iraq.
Many researchers attribute the transformation of the army from a demoralized, dysfunc-
tional organization following the Vietnam War into an elite force capable of effectively accom-
plishing Operation Iraqi Freedom to this unique feedback and learning system. In the U.S. Army,
after-action reviews take just 15 minutes, and they occur after every identifi able event—large or
small, simulated or real. The review involves asking four simple questions: What was supposed
U.S. Army
Innovative Way
When an extortionist
claimed to have placed seven pesticide-contaminated candy
bars in Sydney area stores, manufacturer MasterFoods
Australia-New Zealand’s response was a textbook example of
effective crisis communication. President Andy Weston-Webb
announced, “It’s not safe to eat Mars or Snickers bars” and
immediately activated recall plans. MasterFoods launched
a public relations campaign, which included interviews with
Weston-Webb, full-page newspaper ads, a company hotline,
and media access to the burial of 3 million candy bars in
a deep pit. The two-month absence of the popular snacks
cost the company more than $10 million. But MasterFoods
emerged with its reputation intact. During the fi rst week of
the products’ return, sales surged 300 percent.
© RICK RYCRAFT/ASSOCIATED PRESS
PART 5 LEADING492
to happen? What actually happened? What accounts for any difference? What can we learn? It
is a pr
ocess of identifying mistakes, of innovating, and of continually learning from experience.
The lessons are based not only on simulated battles, but also on real-life experiences of
soldiers in the fi eld. The Center for Army Lessons Learned (CALL) sends experts into the fi eld to
observe after-action reviews, interview soldiers, and compile intelligence reports. Leaders in all
army divisions are currently engaged in a detailed analysis of lessons learned during Operation
Iraqi Freedom and Operation Enduring Freedom. The lessons will be used to train soldiers and
develop action plans for resolving problems in future confl icts. For example, many of the prob-
lems and issues from a similar process following Operation Desert Storm had been resolved by
the time of Operation Iraqi Freedom. A primary focus for current leaders is to improve training
regarding the diffi cult shift from offensive operations to humanitarian and relief efforts.
70
In this example, the organization is learning by communicating feedback about
the consequences of eld operations and simulated battles. Compiling what is learned
and using communication feedback create an improved organization.
Climate of Trust and Openness
Perhaps the most important thing managers can do to enhance organizational com-
munication is to create a climate of trust and openness. Open communication and
dialogue can encourage people to communicate honestly with one another. Subordi-
nates will feel free to transmit negative as well as positive messages without fear of
retribution. Efforts to develop interpersonal skills among employees can also foster
openness, honesty, and trust.
Second, managers should develop and use formal communication channels in all
directions. Scandinavian Design uses two newsletters to reach employees. Dana Cor-
poration has developed innovative programs such as the “Here’s a Thought” board—
called a HAT rack—to get ideas and feedback from workers. Other techniques include
direct mail, bulletin boards, blogs, and employee surveys.
Third, managers should encourage the use of multiple channels, including both formal
and informal communications. Multiple communication channels include written direc-
tives, face-to-face discussions, and the grapevine. For example, managers at GM’s Pack-
ard Electric plant use multimedia, including a monthly newspaper, frequent meetings
of employee teams, and an electronic news display in the cafeteria. Sending messages
through multiple channels increases the likelihood that they will be properly received.
Fourth, the structure should t communication needs. An organization can be
designed to use teams, task forces, project managers, or a matrix structure as needed
to facilitate the horizontal ow of information for coordination and problem solving.
Structure should also re ect information needs. When team or department tasks are
dif cult, a decentralized structure should be implemented to encourage discussion
and participation.
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A MANAGER’S ESSENTIALS: WHAT HAVE WE LEARNED?
▪ A manager’s communication is purpose-directed in that it unites people around
a shared vision and goals and directs attention to the values and behaviors that
achieve goals. Managers facilitate strategic conversations by using open commu-
nication, actively listening to others, applying the practice of dialogue, and using
feedback for learning and change.
▪ Communication is the process in which information is exchanged and under-
stood by two or more people. Two essential elements in every communication
situation are the sender and the receiver. The sender encodes the idea by select-
ing symbols with which to compose a message and selecting a communication
CHAPTER 16 MANAGING COMMUNICATION 493
5
Leading
channel. The receiver decodes the symbols to interpret the meaning of the mes-
sage. Feedback occurs when the receiver responds to the sender’s communica-
tion with a return message.
▪ Communication among people can be affected by communication channels,
gender differences, nonverbal communication, and listening skills. An important
aspect of management communication is persuasion. The ability to persuade oth-
ers to behave in ways that help accomplish the vision and goals is crucial to good
management.
▪ Organization-wide communication typically ows in three directions: down-
ward, upward, and horizontally. Managers are responsible for maintaining for-
mal channels of communication in all three directions. Teams with complex tasks
need to communicate successfully in all directions through a decentralized com-
munication network.
▪ Personal communication channels exist outside formally authorized channels
and include personal networks, the grapevine, and written communication.
Managers with more contacts in their personal network have greater in uence
in the organization. The grapevine carries workplace gossip, a dominant force
in organization communication when formal channels are closed. The ability to
write clearly and quickly is increasingly important in today’s collaborative work
environment.
▪ To enhance organizational communication, managers should understand how to
engage in dialogue, manage crisis communication, use feedback and learning to
improve employee performance, and create a climate of trust and openness,
1. Lee’s Garage is an internal Wal-Mart Web site that
CEO H. Lee Scott uses to communicate with the
company’s 1.5 million U.S. employees. A public
relations associate screens employee questions,
and Scott dictates his responses to an aide, who
then posts them on the Web. What would you pre-
dict are the advantages and potential problems to
this method of upper-level management’s connect-
ing with employees?
2. Describe the elements of the communication pro-
cess. Give an example of each part of the model
as it exists in the classroom during communication
between teacher and students.
3. What communication channel would you select if
you had to give an employee feedback about the
way he mismanaged a call with a key customer?
What channel would you use to announce to all
employees the deadline for selecting new health-
care plans? Why?
4. What are the characteristics of an effective lis-
tener? How would you rate yourself on those
characteristics?
5. What are techniques for reducing the risk of drop
off, the distortion of a message being sent from top
management to subordinates?
6. Try to recall an incident at school or work when
information was passed primarily through the
grapevine. How accurate were the rumors, and
how did people react to them? How can managers
control information that is processed through the
grapevine?
7. What is the difference between a discussion and a
dialogue? What steps might managers take to trans-
form a discussion into a constructive dialogue?
8. How does a climate of trust and openness improve
organizational communication?
9. Some senior managers believe they should rely on
written information and computer reports because
these yield more accurate data than do face-to-face
communications. Do you agree? Why or why not?
10. Assume that you have been asked to design a
training program to help managers become better
communicators. What would you include in the
program?
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DISCUSSION QUESTIONS
PART 5 LEADING494
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MANAGEMENT IN PRACTICE: EXPERIENTIAL EXERCISE
Personal Assessment of Communication
Apprehension
The following questions are about your feelings
toward communication with other people. Indicate
the degree to which each statement applies to you
by marking (5) Strongly agree, (4) Agree, (3) Unde-
cided, (2) Disagree, or (1) Strongly disagree. There are
no right or wrong answers. Many of the statements
are similar to other statements. Do not be concerned
about their similarities. Work quickly, and just record
your rst impressions.
Disagree Strongly 1 2 3 4 5 Agree Strongly
1. When talking in a small group of acquaintances, I
am tense and nervous.
1 2 3 4 5
2. When presenting a talk to a group of strangers, I
am tense and nervous.
1 2 3 4 5
3. When conversing with a friend or colleague, I am
calm and relaxed.
1 2 3 4 5
4. When talking in a large meeting of acquaintances,
I am calm and relaxed.
1 2 3 4 5
5. When presenting a talk to a group of friends or
colleagues, I am tense and nervous.
1 2 3 4 5
6. When conversing with an acquaintance or col-
league, I am calm and relaxed.
1 2 3 4 5
7. When talking in a large meeting of strangers, I am
tense and nervous.
1 2 3 4 5
8. When talking in a small group of strangers, I am
tense and nervous.
1 2 3 4 5
9. When talking in a small group of friends and
colleagues, I am calm and relaxed.
1 2 3 4 5
10. When presenting a talk to a group of acquain-
tances, I am calm and relaxed.
1 2 3 4 5
11. When I am conversing with a stranger, I am calm
and relaxed.
1 2 3 4 5
12. When talking in a large meeting of friends, I am
tense and nervous.
1 2 3 4 5
13. When presenting a talk to a group of strangers, I
am calm and relaxed.
1 2 3 4 5
14. When conversing with a friend or colleague, I am
tense and nervous.
1 2 3 4 5
15. When talking in a large meeting of acquaintances,
I am tense and nervous.
1 2 3 4 5
16. When talking in a small group of acquaintances, I
am calm and relaxed.
1 2 3 4 5
17. When talking in a small group of strangers, I am
calm and relaxed.
1 2 3 4 5
18. When presenting a talk to a group of friends, I am
calm and relaxed.
1 2 3 4 5
19. When conversing with an acquaintance or col-
league, I am tense and nervous.
1 2 3 4 5
20. When talking in a large meeting of strangers, I am
calm and relaxed.
1 2 3 4 5
21. When presenting a talk to a group of acquain-
tances, I am tense and nervous.
1 2 3 4 5
22. When conversing with a stranger, I am tense and
nervous.
1 2 3 4 5
23. When talking in a large meeting of friends or col-
leagues, I am calm and relaxed.
1 2 3 4 5
24. When talking in a small group of friends or col-
leagues, I am tense and nervous.
1 2 3 4 5
Scoring and Interpretation: This questionnaire per-
mits computation of four subscores and one total
score. Subscores relate to communication apprehen-
sion in four common situations—public speaking,
meetings, group discussions, and interpersonal con-
versations. To compute your scores, add or subtract
your scores for each item as indicated next.
CHAPTER 16 MANAGING COMMUNICATION 495
5
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Subscore/Scoring Formula: For each subscore, start
with 18 points. Then add the scores for the plus (+)
items and subtract the scores for the minus (–) items.
Public Speaking
18 + scores for items 2, 5, and 21; – scores for items 10,
13, and 18. Score = ______
Meetings
18 + scores for items 7, 12, and 15; – scores for items 4,
20, and 23. Score = ______
Group Discussions
18 + scores for items 1, 8, and 24; – scores for items 9,
16, and 17. Score = ______
Interpersonal Conversations
18 + scores for items 14, 19, and 22; – scores for items
3, 6, and 11. Score = ______
Total Score
Sum the four subscores for Total Score ______
This personal assessment provides an indication of
how much apprehension (fear or anxiety) you feel
in a variety of communication settings. Total scores
may range from 24 to 120. Scores above 72 indicate
that you are more apprehensive about communica-
tion than the average person. Scores above 85 indicate
a high level of communication apprehension. Scores
below 59 indicate a low level of apprehension. These
extreme scores (below 59 and above 85) are generally
outside the norm. They suggest that the degree of
apprehension you may experience in any given situa-
tion may not be associated with a realistic response to
that communication situation.
Scores on the subscales can range from a low of
6 to a high of 30. Any score above 18 indicates some
degree of apprehension. For example, if you score
above 18 for the public speaking context, you are like
the overwhelming majority of people.
To be an effective communication champion,
you should work to overcome communication anxi-
ety. The interpersonal conversations create the least
apprehension for most people, followed by group
discussions, larger meetings, and then public speak-
ing. Compare your scores with another student. What
aspect of communication creates the most apprehen-
sion for you? How do you plan to improve it?
SOURCES: J. C. McCroskey, “Measures of Communication-Bound
Anxiety,” Speech Monographs 37 (1970): 269–277; J. C. McCroskey and
V. P. Richmond, “Validity of the PRCA as an Index of Oral Communica-
tion Apprehension,” Communication Monographs 45 (1978): 192–203;
J. C. McCroskey and V. P. Richmond, “The Impact of Communication
Apprehension on Individuals in Organizations,” Communication Quar-
terly 27 (1979): 55–61; J. C. McCroskey, An Introduction to Rhetorical
Communication (Englewood Cliffs, NJ: Prentice Hall, 1982).
On Trial
When Werner and Thompson, a Los Angeles business
and nancial management rm, offered Iranian-born
Firoz Bahmani a position as an accountant assistant
one spring day in 2007, Bahmani felt a sense of genu-
ine relief, but his relief was short-lived.
With his degree in accounting from a top-notch
American university, he knew he was more than a
little overquali ed for the job. But time after time,
he’d been rejected for suitable positions. His language
dif culties were the reason most often given for his
unsuccessful candidacy. Although the young man
had grown up speaking both Farsi and French in
his native land, he’d only begun to pick up English
shortly before his arrival in the United States a few
years ago. Impressed by his educational credentials
and his quiet, courtly manner, managing partner
Beatrice Werner overlooked his heavy accent and
actively recruited him for the position, the only
one available at the time. During his interview, she
assured him he would advance in time.
It was clear to Beatrice that Firoz was committed
to succeeding at all costs. But it soon also became
apparent that Firoz and his immediate supervisor,
Cathy Putnam, were at odds. Cathy was a seasoned
account manager who had just transferred to Los
Angeles from the New York of ce. Saddled with an
enormous workload, she let Firoz know right from
the start, speaking in her rapid- re Brooklyn accent,
that he’d need to get up to speed as quickly as
possible.
Shortly before Cathy was to give Firoz his three-
month probationary review, she came to Beatrice,
expressed her frustration with Firoz’s performance,
and suggested that he be let go. “His bank reconcilia-
tions and nancial report preparations are rst-rate,”
Cathy admitted, “but his communication skills leave
a lot to be desired. In the rst place, I simply don’t
have the time to keep repeating the same directions
over and over again when I’m trying to teach him
his responsibilities. Then there’s the fact that public
contact is part of his written job description. Typi-
cally, he puts off making phone calls to dispute credit
card charges or ask a client’s staff for the information
he needs. When he does nally pick up the phone
. . . well, let’s just say I’ve had more than one client
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MANAGEMENT IN PRACTICE: ETHICAL DILEMMA
PART 5 LEADING496
mention how hard it is to understand what he’s trying
to say. Some of them are getting pretty exasperated.”
“You know, some rms feel it’s their corporate respon-
sibility to help foreign-born employees learn English,”
Beatrice began. “Maybe we should help him nd an
English-as-a-second-language course and pay for it.”
“With all due respect, I don’t think that’s our job,”
Cathy replied, with barely concealed irritation. “If you
come to the United States, you should learn our lan-
guage. That’s what my mom’s parents did when they
came over from Italy. They certainly didn’t expect any-
one to hold their hands. Besides,” she added, almost
inaudibly, “Firoz’s lucky we let him into this country.”
Beatrice had mixed feelings. On one hand, she rec-
ognized that Werner and Thompson had every right
to require someone in Firoz’s position be capable of
carrying out his public contract duties. Perhaps she
had made a mistake in hiring him. But as the daugh-
ter of German immigrants herself, she knew rsthand
both how daunting language and cultural barriers
could be and that they could be overcome in time.
Perhaps in part because of her family background,
she had a passionate commitment to the rm’s stated
goals of creating a diverse workforce and a caring,
supportive culture. Besides she felt a personal sense
of obligation to help a hard-working, promising
employee realize his potential. What will she advise
Cathy to do now that Firoz’s probationary period is
drawing to a close?
What Would You Do?
1. Agree with Cathy Putnam. Despite your personal
feelings, accept that Fir
oz Bahmani is not capable
of carrying out the accountant assistant’s respon-
sibilities. Make the break now, and give him his
notice on the grounds that he cannot carry out one
of the key stated job requirements. Advise him
that a position that primarily involves paperwork
would be a better t for him.
2. Place Firoz with a more sympathetic account
manager who is open to nding ways to help
him improve his English and has the time to help
him develop his assertiveness and telephone
skills. Send Cathy Putnam to diversity awareness
training.
3. Create a new position at the rm that will allow
Firoz to do the reports and reconciliations for sev-
eral account managers, freeing the account assis-
tants to concentrate on public contact work. Make
it clear that he will have little chance of future pro-
motion unless his English improves markedly.
SOURCES: Mary Gillis, “Iranian Americans,” Multicultural America,
www.everyculture.com/multi/Ha-La/Iranian-Americans.html
(accessed September 19, 2006); and Charlene Marmer Solomon,
“Managing Today’s Immigrants,” Personnel Journal 72, no. 3 (February
1993): 56–65.
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CASE FOR CRITICAL ANALYSIS
Hunter-Worth
Christmas was fast approaching. Just a short while
ago, Chuck Moore, national sales manager for
Hunter-Worth, a New York–based multinational toy
manufacturer, was con dent the coming holiday was
going to be one of the company’s best in years. At a
recent toy expo, Hunter-Worth unveiled a new inter-
active plush toy that was cuddly, high-tech, and tied
into a major holiday motion picture expected to be a
smash hit. Chuck had thought the toy would do well,
but frankly, the level of interest took him by surprise.
The buyers at the toy fair raved, and the subsequent
pre-order volume was extremely encouraging. It had
all looked so promising, but now he couldn’t shake a
sense of impending doom.
The problem in a nutshell was that the Mexican
subsidiary that manufactured the toy couldn’t seem to
meet a deadline. Not only were all the shipments late
so far, but they fell well short of the quantities ordered.
Chuck decided to e-mail Vicente Ruiz, the plant man-
ager, about the situation before he found himself in the
middle of the Christmas season with parents clamor-
ing for a toy he couldn’t lay his hands on.
In a thoroughly professional e-mail that started
with a friendly “Dear Vicente,” Chuck inquired about
the status of the latest order, asked for a production
schedule for pending orders, and requested a speci c
explanation as to why the Mexican plant seemed to
be having such dif culty shipping orders out on time.
The reply appeared within the hour, but to his utter
astonishment, it was a short message from Vicente’s
secretary. She acknowledged the receipt of his e-mail
and assured him the Mexican plant would be shipping
the order, already a week late, in the next ten days.
“That’s it,” Chuck fumed. “Time to take this to
Sato.” He prefaced his original e-mail and the secre-
tary’s reply with a terse note expressing his growing
concern over the availability of what could well be
this season’s must-have toy. “Just what do I have to do
to light a re under Vicente?” he wrote. He then for-
warded it all to his supervisor and friend, Michael Sato,
the executive vice president for sales and marketing.
CHAPTER 16 MANAGING COMMUNICATION 497
5
Leading
Next thing he knew, he was on the phone with
Vicente—and the plant manager was furious. “Signor
Moore, how dare you go over my head and say such
things about me to my boss?” he sputtered, sound-
ing both angry and slightly panicked. It seemed that
Michael had forwarded Chuck’s e-mail to Hunter-
Worth’s vice president of operations, who had sent it
on to the Mexican subsidiary’s president.
That turn of events was unfortunate, but Chuck
wasn’t feeling all that apologetic. “You could have
prevented all this if you’d just answered the ques-
tions I e-mailed you last week,” he pointed out. “I
deserved more than a form letter—and from your
secretary, no less.”
“My secretary always answers my e-mails,”
replied Vicente. “She gures that if the problem is
really urgent, you would pick up the phone and talk
to me directly. Contrary to what you guys north of
the border might think, we do take deadlines seri-
ously here. There’s only so much we can do with the
supply problems we’re having, but I doubt you’re
interested in hearing about those.” And Vicente hung
up the phone without waiting for a response.
Chuck was confused and disheartened. Things
were only getting worse. How could he turn the situ-
ation around?
Questions
1. Based on Vicente Ruiz’s actions and his conversa-
tion with Chuck Moore, what differences do you
detect in cultural attitudes toward communica-
tions in Mexico as compared with the United
States? Is understanding these differences impor-
tant? Explain.
2. What was the main purpose of Chuck’s commu-
nication to Vicente? To Michael Sato? What factors
should he have considered when choosing a chan-
nel for his communication to Vicente? Are they
the same factors he should have considered when
communicating with Michael Sato?
3. If you were Chuck, what would you have done
differently? What steps would you take at this
point to make sure the supply of the popular new
toy is suf cient to meet the anticipated demand?
SOURCES: Based on Harry W. Lane, Charles Foster Sends an E-mail
(London, Ontario: Ivey Publishing, 2005); Frank Unger and Roger
Frankel, Doing Business in Mexico: A Practical Guide on How to Break
into the Market (Council on Australia Latin America Relations and the
Department of Foreign Affairs and Trade, 2002): 24–27; and Ignacio
Hernandez, “Doing Business in Mexico—Business Etiquette—
Understanding U.S.–Mexico Cultural Differences,” MexGrocer.com: www
.mexgrocer.com/business-in-mexico.html (accessed September 18, 2006).
ch16
ON THE JOB VIDEO CASE
Greensburg Public Schools:
Communication
Greensburg superintendent Darrin Headrick was
driving home the night the tornado hit town. He
stopped at Greensburg High School principal Randy
Fulton’s house to take cover. He soon discovered the
entire school system was wiped out. Every building
was gone. Textbooks were scattered all over town,
and computers were destroyed. Only the bleachers
behind the football eld remained.
Headrick had some tough decisions to make. To
help families feel like it was worth coming back to
Greensburg, he had to reassure them school would
be back in session by fall. Headrick knew he could
turn this tragedy into an opportunity and make the
Greensburg schools better than ever.
Along with 95 percent of the town’s 1,500 resi-
dents, Headrick was homeless. With only four months
to restore Greensburg Uni ed School District #422,
Headrick went to work. All he had to work with was
his laptop and cell phone, so he got in his truck and
started looking for a wireless signal.
For the rst three months after the tornado, no
one could live in Greensburg. Because the tornado
had affected telephone service, no one had a home
telephone (landline); people were either in shelters or
staying with friends and family out of town. Every-
one was eager to reconnect and get information. The
Federal Emergency Management Agency (FEMA)
provided primary crisis communications by distribut-
ing yers at checkpoints on the edges of town with
important updates, but residents had to come to town
to get them. Although yers wouldn’t usually be con-
sidered a rich channel, under the circumstances, they
were invaluable.
Unable to access the school’s normal communica-
tion channels, Headrick took a lesson from his students
who preferred to communicate via text messaging
because of its capacity for rapid exchange. Headrick
realized text messaging was the perfect new channel
for disseminating formal school communications. Few
people had computers or landlines, but most folks
had cell phones. Those who didn’t own cell phones
quickly acquired them. Headrick set up a centralized
network in which families were able to subscribe
PART 5 LEADING498
ch16
BIZ FLIX VIDEO CASE
Friday Night Lights (II)
The Odessa, Texas, passion for Friday night high school
football (Permian High Panthers) comes through clearly
in this cinematic treatment of H. G. (Buzz) Bissinger’s
well-regarded book of the same title.
i
Coach Gary
Gaines (Billy Bob Thornton) leads them to the 1988
semi nals where they must compete against a team of
much larger players. Fast-moving pace in the football
sequences and a slower pace in the serious, introspec-
tive sequences give this lm many ne moments.
Communication
This sequence
1
begins with a shot of Coach Gaines
and the team gathered around him during the half-
time break. He starts his speech to the team by saying,
“Well, it’s real simple. You got two more quarters and
that’s it.” It ends after Gaines says, “Boys, my heart is
full. My heart’s full.”
What to Watch for and Ask Yourself
▪ This chapter emphasized the speaker and the
listener(s) in the communication process. Coach
Gaines is the speaker and each team member and
the assistant coaches are listeners. Only Gaines
spoke. Did he still meet the basic requirements of
effective communication? Draw examples from his
speech to support your conclusions.
▪ This chapter distinguished between purpose-
directed communication and strategic conversa-
tion. Which of these communication types best ts
this sequence? Draw examples from the sequence
to make your point.
▪ Assess the effectiveness of this communication
event. How do you expect team members and the
assistant coaches to react in the second half of the
game?
i
J. Craddock, ed., VideoHound’s Golden Movie Retriever (Detroit, MI:
Gale, Cengage Learning, 2008), p. 368.
1
This sequence is heavily based on DVD Chapter 27, “Half-Time.”
However, we edited in scenes from other parts of the fi lm to reduce
the number of identifi able talent to whom we must pay a fee. If you
have seen this fi lm, you will know that this exact sequence does not
exist at any point in the fi lm.
to a text service and receive important updates
instantly wherever they were.
Once the text service was up and running, Headrick
was struck by its ef ciency. He also observed students’
text messaging habits to see what else he could learn.
Even though it wasn’t appropriate for the school
administration to use the informal shorthand used by
students (r u there?), he appreciated students’ mastery
of the art of keeping the message simple. The school
focused on creating clear messages that conveyed the
essential information people needed without the usual
ller. This new streamlined approach was liberating.
When things stabilized, Headrick set up forums at
which students, parents, and teachers could participate
in two-way, face-to-face communication. The text ser-
vice was fabulous, but it didn’t allow for real feedback
or personal dialogue. Left to its own devices, the school
grapevine would surely spread false information.
The community had experienced a traumatic
event, and people needed to spend time together to
heal. Headrick wanted to check in and make sure
everyone understood school really would begin as
usual. The only way he could be sure people were
truly receiving this message was to look them in the
eyes, read their body language, and provide other
nonverbal reassurances if their facial expressions
revealed doubts. He also wanted to listen to students’
and teachers’ concerns and stories.
Rebuilding will take several years, but thanks to a
temporary campus of trailers, the Greensburg schools
started on time that fall. Communications within the
school have continued to change. Every Greensburg
High student now has a laptop and hands in assign-
ments via e-mail. Teachers provide instant feedback on
homework through instant messaging. Students can
download notes when they miss class. And rather than
spending hours trying to track down parents over the
phone, teachers use e-mail whenever possible.
The administration, teachers, students, and par-
ents of Greensburg schools still talk to each other in
person when it makes sense. The rest of the time, they
happily communicate using the latest technologies.
Discussion Questions
1. Describe the advantages and disadvantages of text
messaging as the preferred communication channel
in Greensburg after the tornado.
2. What lessons can corporate managers take from
this story?
3. What was Headrick’s vision for Greensburg schools?
Why was it important for him to have a vision?
CHAPTER 16 MANAGING COMMUNICATION 499
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ch16
ENDNOTES