| |
| |
| Foreword | |
| |
| |
| |
| Preface | |
| |
| |
| Introduction | |
| |
| |
| |
| Foundation | |
| |
| |
| |
| Understanding Communication | |
| |
| |
| Propositions | |
| |
| |
| |
| Communication Can Best Be Described in Terms of Probabilities | |
| |
| |
| |
| Context Shapes the Probabilities by Creating Default Assumptions | |
| |
| |
| |
| Context Building Is a Dynamic Process | |
| |
| |
| |
| The Context May Act Like a Black Hole | |
| |
| |
| |
| Context Construction Is Uniquely Sensitive to Time Sequencing | |
| |
| |
| |
| There Are Multiple Messages in Each Communication Event | |
| |
| |
| |
| Content and Context Interact to Produce Meaning | |
| |
| |
| Implications of the Propositions | |
| |
| |
| Explore the Employees' Context | |
| |
| |
| Carefully Manage Employee Expectations | |
| |
| |
| Carefully Frame Messages | |
| |
| |
| Sculpt the Proper Context | |
| |
| |
| Anticipate Possible Interpretations (and Misinterpretations) of Messages, Events, and Symbols | |
| |
| |
| Be Aware of the "Law of Large Numbers" | |
| |
| |
| Use the "Blackout" Tactic to Clarify Potentially Ambiguous Messages | |
| |
| |
| Pay Attention to Secondary Messages | |
| |
| |
| Recognize the Utility of Credible Sources | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Examining Communication Approaches | |
| |
| |
| The Arrow Approach | |
| |
| |
| Judging Effectiveness | |
| |
| |
| Explaining Communication Breakdowns | |
| |
| |
| Origins | |
| |
| |
| Evaluation | |
| |
| |
| The Circuit Approach | |
| |
| |
| Judging Effectiveness | |
| |
| |
| Explaining Communication Breakdowns | |
| |
| |
| Origins | |
| |
| |
| Evaluation | |
| |
| |
| Communication as Dance | |
| |
| |
| Communication Is Used for Multiple Purposes | |
| |
| |
| Communication Involves the Coordination of Meanings | |
| |
| |
| Communication Involves Co-Orientation | |
| |
| |
| Communication Is Rule Governed | |
| |
| |
| Communicators Develop a Repertoire of Unconscious Skills | |
| |
| |
| Communication Can Be Viewed as a Patterned Activity | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Scrutinizing Ethical Issues | |
| |
| |
| Fundamental Assumptions | |
| |
| |
| Every Communication Decision Has an Ethical Dimension | |
| |
| |
| Communication Ethics Involves Both Motives and Outcomes | |
| |
| |
| Fundamental Ethical Principles Should Guide Decision Making | |
| |
| |
| Ethical Dilemmas | |
| |
| |
| Secrecy | |
| |
| |
| Dissent | |
| |
| |
| Leaks | |
| |
| |
| Rumors and Gossip | |
| |
| |
| Lies | |
| |
| |
| Euphemisms | |
| |
| |
| Ambiguity | |
| |
| |
| Apologies | |
| |
| |
| A Strategic Approach to Corporate Ethics | |
| |
| |
| Corporate Culture | |
| |
| |
| Organizational Policy | |
| |
| |
| Personal Commitments | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Imparting the Organizational Culture | |
| |
| |
| What Is Culture? | |
| |
| |
| Does Culture Matter? | |
| |
| |
| Culture Affects the Bottom Line | |
| |
| |
| Culture Influences How an Organization Analyzes and Solves Problems | |
| |
| |
| Culture Influences How the Company Will Respond to Change | |
| |
| |
| Culture Affects Employee Motivation and Customer Satisfaction | |
| |
| |
| How Can We Discover the Culture? | |
| |
| |
| Examine the Corporate Slogans, Philosophies, and Value Statements | |
| |
| |
| Reflect on the Type of People in the Organization | |
| |
| |
| Study Symbols and Heroes | |
| |
| |
| How Can We Evaluate the Culture? | |
| |
| |
| Does the Organization Seek to Close the Gap Between the Stated Culture and Actual Culture? | |
| |
| |
| Is the Actual Culture Suited for the Organizational Challenges? | |
| |
| |
| Does the Actual Culture Fit the Employees' Beliefs and Values? | |
| |
| |
| How Can Leaders Effectively Impart the Culture? | |
| |
| |
| Craft Actionable Cultural Statements | |
| |
| |
| Appropriately Socialize Employees | |
| |
| |
| Develop Symbolic Reminders of the Core Values | |
| |
| |
| Link Values With Specific Behaviors | |
| |
| |
| Filter Information Through the Values | |
| |
| |
| Tell the Right Stories and Create Opportunities to Originate Stories | |
| |
| |
| Use Rewards as Powerful Reminders | |
| |
| |
| Manage Conflict Through the Values, Not the Hierarchy | |
| |
| |
| Routinely Evaluate Progress on the Core Values | |
| |
| |
| Assist in the Evoluation of the Meaning of the Values | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Communication Challenges | |
| |
| |
| |
| Selecting and Using Communication Technologies | |
| |
| |
| The B-C Model: A Deeper Look | |
| |
| |
| Attributes | |
| |
| |
| Benefits | |
| |
| |
| Costs | |
| |
| |
| Value | |
| |
| |
| How Perspective Shifts Value | |
| |
| |
| User Perspective | |
| |
| |
| Time Perspective | |
| |
| |
| Micro/Macro Perspectives | |
| |
| |
| What to Do? | |
| |
| |
| Promote a Robust Mind-Set of the Benefits and Costs of Communication Channels and Technologies | |
| |
| |
| Consciously Decide on the Appropriate Cost-Benefit Trade-Offs | |
| |
| |
| Detect and Respond to Patterns That Develop With Technology Usage | |
| |
| |
| Embrace the Promise of Social Media While Managing Its Risks | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Managing Data, Information, Knowledge, and Action | |
| |
| |
| The D-I-K-A Model | |
| |
| |
| Data = Representations of Reality | |
| |
| |
| Information = Data That Provide Relevant Clues or News | |
| |
| |
| Knowledge = The Framework or Schema for Organizing the Relationships Between Pieces of Information | |
| |
| |
| Action = The Deeds or Decisions Made Based on Knowledge | |
| |
| |
| Variations of the Model | |
| |
| |
| The D-I-K Loop | |
| |
| |
| The K-A Loop | |
| |
| |
| The I-A Loop | |
| |
| |
| Managing the Data-Information Relationship | |
| |
| |
| Recognize the Inherent Flaws of All Data and Information | |
| |
| |
| Determine What Employees Really Need to Know | |
| |
| |
| Analyze Both Quantitative and Qualitative Data | |
| |
| |
| Harness the Power of Product-Embedded Information (PEI) and Just-in-Time Information (JITI) | |
| |
| |
| Use Imagery to Dramatize Information and Summarize Complex Data Sets | |
| |
| |
| Reduce the Number of Links in the Communication Chain | |
| |
| |
| Managing the Information-Knowledge Relationship | |
| |
| |
| Evaluate the Credibility of the Evidence | |
| |
| |
| Organize the Same Information in Different Ways | |
| |
| |
| Identify What You Don't Know | |
| |
| |
| Discern the Underlying Patterns | |
| |
| |
| Test Models and Theories | |
| |
| |
| Managing the Knowledge-Action Relationship | |
| |
| |
| Create Strategic Knowledge-Sharing Communities | |
| |
| |
| Focus Reports on Actionable Issues | |
| |
| |
| Speed Up the Transformation Process, Even at the Expense of Accuracy | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Providing Performance Feedback | |
| |
| |
| Performance Feedback Principles | |
| |
| |
| Everyone, Whether They Acknowledge It or Not, Has Performance Standards | |
| |
| |
| High Performance Standards Foster Employee Development and Organizational Viability | |
| |
| |
| All Employees "Receive" Feedback About Their Performance | |
| |
| |
| The Ideal Feedback System Drives Employees to Identify, Perform, and Commit to the Evolving Performance Standards | |
| |
| |
| Implementing a Successful Feedback System | |
| |
| |
| Do Employees Know Their Job Responsibilities? | |
| |
| |
| Do Employees Know the Standards by Which They Are Being Evaluated? | |
| |
| |
| Do Employees Receive Useful Informal Feedback? | |
| |
| |
| Do Employees Receive Useful Feedback From Performance Appraisals? | |
| |
| |
| Communicating Performance Feedback | |
| |
| |
| The Method | |
| |
| |
| The Message | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Communicating Across Organizational Boundaries | |
| |
| |
| The Nature of Boundaries | |
| |
| |
| Potential Problems of Boundaries | |
| |
| |
| Investment Losses | |
| |
| |
| Customer Service Failures | |
| |
| |
| Unmotivated Employees | |
| |
| |
| Contributing Factors | |
| |
| |
| Language Differences | |
| |
| |
| Culture | |
| |
| |
| Use of Space | |
| |
| |
| Structure of Rewards and Punishments | |
| |
| |
| The Arithmetic/Geometric Factor | |
| |
| |
| What to Do? | |
| |
| |
| Select and Train the Right People | |
| |
| |
| Implement Error Correction Processes | |
| |
| |
| Encourage Activities That Promote Shared Experiences and Common Goals | |
| |
| |
| Integrate Boundary Spanning Into the Structure of the Organization | |
| |
| |
| Promote a Collaborative Communication Style | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Communicating About Change | |
| |
| |
| Approaches to Change | |
| |
| |
| Top-Down | |
| |
| |
| Bottom-Up | |
| |
| |
| Integrative Approach | |
| |
| |
| Selecting the Degree of Communication | |
| |
| |
| Undercommunicating | |
| |
| |
| Overcommunicating | |
| |
| |
| "Goldilocks" Zones | |
| |
| |
| Reactions to Change | |
| |
| |
| The "Iceberg" Model | |
| |
| |
| Contextual Analysis | |
| |
| |
| Audience Analysis | |
| |
| |
| Strategic Design | |
| |
| |
| Tactical Preparation | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Cultivating the Innovative Spirit | |
| |
| |
| Misconceptions | |
| |
| |
| |
| Innovation Is Risky | |
| |
| |
| |
| All Innovations Spring From Revolutionary "Big" Ideas, "Paradigm Shifts," or Grand Schemes | |
| |
| |
| |
| Innovation Is Product Focused | |
| |
| |
| What Is Innovation? | |
| |
| |
| Idea Generation | |
| |
| |
| Feasibility Analysis | |
| |
| |
| Viability Assessment | |
| |
| |
| Implementation | |
| |
| |
| Implications | |
| |
| |
| A Perspective on Success and Failure | |
| |
| |
| Potential Success | |
| |
| |
| Failure | |
| |
| |
| Temporary Success | |
| |
| |
| Enduring Success | |
| |
| |
| Implications | |
| |
| |
| Strategic Traffic Signals | |
| |
| |
| Cultivate an Innovative Culture | |
| |
| |
| Develop Company Programs, Policies, and Practices That Foster Innovation | |
| |
| |
| Properly Reject "Bad Ideas" | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| |
| Building a World-Class Communication System | |
| |
| |
| Assess | |
| |
| |
| Communication Audits | |
| |
| |
| Pulse Process | |
| |
| |
| Strategize | |
| |
| |
| What Is a Communication Strategy? | |
| |
| |
| How Do You Craft a Communication Strategy? | |
| |
| |
| What Makes a Communication Strategy Effective? | |
| |
| |
| Implement | |
| |
| |
| Assess-Strategize-Implement in Action | |
| |
| |
| Conclusion | |
| |
| |
| Key Concepts | |
| |
| |
| "Drill Down" Exercises | |
| |
| |
| Ancillaries | |
| |
| |
| Notes | |
| |
| |
| Glossary | |
| |
| |
| Index | |
| |
| |
| About the Author | |