Elaine Krysta S.

Pondo, MBA
Floriza S. Sialsa, MPA
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 CHAPTER 6: LEADING

Lesson 1: Definition of Leadership

Learning Objective
The learners shall be able to discuss the nature of leading.
The learners shall be able to differentiate leading to managing.

Introduction

Leadership is granted at several levels in the hierarchy but at the same time
individual leadership is imperative. The leader is the figurative spokesman, the ultimate
coordinator, the chief participant in decisions as to goals, the principal change content
and the model to the organization.

LEADERSHIP DEFINED

Leading is setting up direction and influencing others to pursue that direction

Universal to all descriptions of leadership is the idea that leaders are individuals who,
by their actions, make possible the movement of a group of people to a common or shared
goal. Leadership on the other hand, is the ability to promote confidence and support
among people who are looked-for to realize organizational goals

Leadership function are linked to goal accomplishment and to the maintenance

and strengthening of the members of the organization. The main function of leadership are
to add to the realization of the organizational goal and to facilitate holding the
organizational members together. The leader by himself without aid cannot realize the
organizational goal and help it preserve its unity and strength.

LEADING VS. MANAGING

Leadership Management
Definition Leadership means the ability Management comprises
of an individual to influence, directing and controlling a
motivate and enable others to group of one or more
contribute toward the people or entities for the
effectiveness and success of purpose of coordinating
the organizations of which and harmonizing that
they are members group towards
accomplishing a goal

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 Leadership Management
Personality Styles Are often called brilliant and Tend to be rational, under
mercurial with great charisma. control problem solvers.
Yet, they are also often seen as They often focus on goals,
loners and private people. structures, personnel and
They are comfortable taking availability of resources.
risks, sometimes seemingly wild Managers’ personalities
and crazy risks. Almost all lean toward persistence,
leaders have high levels of strong will, analysis and
imagination intelligence

Orientation People-oriented Task-oriented

Focus Leading people Managing work

Outcomes Achievements Results

Approach to tasks Simply look at problems and Create strategies, policies

devise new, creative solutions. and methods to create
Using their charisma and teams and ideas that
commitment, they excite, combine to operate
motivate and focus others to smoothly. They empower
solve problems and excel people by soliciting their
views, values and
principles. They believe
that this combination
reduces inherent risk and
generate success.

Approach to risk Risk-taking Risk-averse

Role in decision-making Facilitative Involved

Styles Transformational, Consultative Dictatorial, Authoritative,

and Participative Transactional, Autocratic,
Consultative and
Democratic

Power through Charisma & Influence Formal authority & Position

Organization Leaders have followers Manager have

subordinates

Appeal to Heart Head

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THE LEADERSHIP USE OF POWER AND AUTHORITY

Leaders through their power and authority persuade people to do things. Power is
the ability to influence decisions and control resources. People with power typically have
the likelihood to use influence often. Charm and talent can assist attain power. Authority is
the formal right to get people do things or to control resources. It is just the organization
which can award authority.

Leaders employ diverse types of power to influence other people.

1. Legitimate Power – it is the authentic right of a leader to make certain types of

requests or to tell others what to do. Employees are compelled to follow legitimate
orders.

2. Reward Power – it is the leader’s control over treasured rewards like salary increases
and recommendation for promotion. People obey with the leader’s wishes to obtain
theses rewards

3. Coercive Power – this is the ability of the leader to penalize others. Punishment could
be in the form of assignment to unwanted working hours, demotion and even firing.

4. Expert Power – this power stems on the special knowledge, skills and expertise the
leader possesses. People conform because they believe in and can learn from or
can gain from the expertise.

5. Referent Power – it is the ability to control based on faithfulness to leaders and the
group members’ aspiration to delight the person. People follow because of
admiration, personal fondness and a wish for approval or an ambition to be like the
leader

6. Information Power - it is the ability to control the information needed by others in

order to reach an important decision. Managers often have more information that
they can control how it is used

In addition to different kinds of power, leaders may make use of tactics that could
influence others to get things completed.

1. Leading by example – this means that the leader influences group members by
serving as encouraging model of pleasing behavior. A leader who leads by example
shows consistency between actions and words

2. Leading by values – this means that the leader influences group members by
expressing and demonstrating values that direct the behavior of others. Ideal values
for leaders to use could be mutual respect, trust, truthfulness, fairness, compassion
and doing good

3. Assertiveness – this means being straightforward in demands. It engages the leader

to express what he wants and how he senses about it. It also refers to making orders
plain and comprehensible

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 4. Rationality – this means application of reason and logic. Application of reason and
logic is best to leaders who are perceived by people to be knowledgeable and well-
educated

5. Ingratiation – this means using political skill so that people shall like the leader. A usual
way of doing this is to act in a friendly manner just before making a demand. Good
leaders treat people well to obtain cooperation when it is necessary.

6. Exchange – it is a method of influencing others by offering to give in return if

demands are met. Leaders make bargain with subordinates to please them.

7. Coalition Formation – a coalition is a special arrangement of parties working

together to unite their power to exert more influence on another individual or group.

8. Joking and Kidding – this is effective when a frank statement might be interpreted
as unsympathetic criticism

CHARACTERISTICS OF A GOOD LEADER

Leadership effectiveness comes from the mixture of a number of characteristics that

could successfully influence other people.

1. Drive and Passion

 Leaders are noted for the sweat they spend in their work and the enthusiasm
they have for work and work associates

2. Power Motive
 Power motivation is a strong longing to control others and resources and let
others do things on one’s behalf

3. Self-confidence combined with Humility

 Self-confident leaders mirrors an image that encourages subordinates to
have faith in them
 When combined with humility which put other people in the limelight, the
leader becomes more influential

4. Trustworthiness and Honesty

 Effective leaders build strong employee trust to gain high productivity and
commitment
 Trustworthiness means a leader’s behavior is consistent with his intentions.
Simply means for the leader to practice what he preaches
 Honesty is being open with employees about the financial operations and
other sensitive information about a company

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 5. Good intellectual ability, knowledge and technical competence
 Effective leaders are good problem-solvers and knowledgeable about the
business or technology for which they are accountable. They mix academic
intelligence with practical ability.

6. Sense of Humor
 Humor eases pressure, neutralizes unfriendliness and helps build relationships
among employees in the workplace. The leader who cracks jokes
occasionally is likely to be perceived as approachable and friendly

7. Emotional Intelligence
 Emotional intelligence includes self-confidence, empathy, passion for task
and visionary leadership. Effective leaders show good emotional intelligence
which is the ability to manage themselves and their relationships effectively.

8. Leadership Efficacy
 It refers to a specific form of efficacy (or feeling effective) associated with the
level of confidence in the knowledge, skills and abilities associated with
leading others. It is the belief that a leader can complete a job when he takes
on his leadership role

BEHAVIOR AND SKILLS OF EFFECTIVE LEADERS

Leaders must have certain behaviors and skills to be effective and not just
completely rely on traits alone. In reality leaders are neither born nor made but they are a
combination of genetic predisposition and learning.

1. Adaptable to the situation – adaptability is the ability of a leader to function

effectively in different situations. The ability to assess people and situations and
adapt tactics accordingly is an essential leadership behavior.

2. Establishes a direction and demands high standards of performance from group

members – a leader must direct the organization he is leading in the right direction
or work with them to find out what the organization should be doing. The direction
turns into a clear mental picture of the future.

3. Visible and maintains a social presence – being visible permits constant

communication with members of the organization and generates a calm
environment in which to listen about problems. Being visible also build the chance
for coaching members

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4. Provides emotional support to organizational members – an effective leader usually
gives encouragement and support. The emotional support improves morale and
productivity. A leader who has empathy with people and who is a warm person
shows emotional support in a natural way

5. Gives feedback and accepts feedback – the leader can influence the behavior of
organizational members with appropriate performance feedback. It informs
employees on how well they are doing, so wrong actions could be corrected.
Positive feedback promotes subordinates to continue the good works

6. Plays the role of servant leader – effective leaders believe that their chief mission is
to serve the needs of people under their leadership. The ability to help others is their
gauge in being effective. Qualities of a servant leader include patience, honesty,
good listening skills and appreciation of others. Servant leaders also have high level
of integrity

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ASSIGNMENT

L E T ‘ S E X A M I N E

Are you a Good Leader?

Directions:
 Let us find out if you have the potential to be a leader. Read the statements and
check the boxes that indicate how well these apply to you.
 Add your scores and use the guide to interpret the result.

Descriptive statements Never Rarely Sometimes Often Very Often

(1) (2) (3) (4) (5)
1. When assigning tasks, I consider
people’s skills and interests.
2. I am confident in my ability to
succeed.
3. I expect nothing less than
topnotch results from people.
4. I expect people to work as hard
as I do.
5. When someone is upset, I try to
understand how he or she is
feeling.
6. I find it east to adapt and
reorganize when faced with
challenging circumstances.
7. I do not let my personal feelings
get in the way of my
performance and productivity.
8. I am highly motivated because I
know I have what it takes to be
successful.
9. I take time to participate in
morale-boosting activities such
as team building, etc.
10. I enjoy working and interacting
with a large group of people.
11. I clearly convey my expectations
to other people
12. When working with a team, I
encourage everyone to work
together to achieve our
objectives.
13. I make sure that I follow rules and
regulations.
14. I enjoy planning for the future.

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15. I welcome criticism and do not
take them personally.
16. I take time to clarify the
expectations of other people.
17. I adopt an optimistic view
regarding challenges and see
setbacks as temporary.
18. I devote myself to learning new
skills and encourage others to do
the same.

Total Score: ______________

Score Interpretation

18-42 points- You may need to work harder on your leadership skills. However,
developing yourself as leader also requires you to be a contributing member of a
team. Although leadership skills are valued in the world of business, learning how
to be an outstanding follower is also an important aspect of leadership. Work
harder to create balance of both.

42-64 points- You are doing a satisfactory job as a leader, but you have the
potential to perform much better. While you have the basic skills and
characteristics of an effective leader, you still need to develop other leadership
qualities. Take every opportunity to improve your skills. Examine the areas where
you are weak, and determine what you can do to develop these.

65-90 points- You are well on your way to becoming a good leader. However,
learning is a continuous process. One can never be too good in everything so
look at the areas where you have low marks, and figure out what you can do to
improve your performance in them.
Do not worry if your results seem to indicate that you are in the “wrong direction” in
terms of your leadership skills and potentials. This activity only gives a general overview of
your skills at present. How you go from here and what you will really become in the future
depend on your succeeding actions as you continue learning and gaining experience.

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 Lesson 2: Motivation

Learning Objective
The learners shall be able to identify the different theories of motivation.

Introduction

Business with unmotivated employees frequently encounter low productivity and

high turnover rates. Numerous theories help enlighten how workers are motivated and offer
suggestions on how to enhance motivation in the workplace. Understanding which theory
best fits employees may help get better any business by increasing employee retention
rates and improving worker productivity.

MOTIVATION

Motivation is the desire and action towards goal-directed behavior. Motivated

employees are more productive and creative than those who are not. They like their work
more and experience fewer stress. Managers usually try hard to find ways to motivate their
staff.

NEED-BASED THEORIES OF MOTIVATION

1. Maslow’s Hierarchy of Needs

Abraham Maslow is among the famous psychologist of the twentieth century. The
theory is founded on a simple principle that human beings have needs that are
hierarchically ranked. As these basic needs are satisfied, people start looking satisfy higher
order needs.

The needs in ascending orders are:

a. Physiological needs – the need for air, food, shelter and water
b. Safety needs – the need to be free from danger and pain
c. Social needs – the needs of bonding with other human beings, being loved,
and forming lasting attachments with them
d. Esteem needs – the desire to be respected by one’s peers, feel important and
be appreciated
e. Self-actualization needs – the need to become everything one is capable of
becoming

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 Maslow’s theory found apparent uses in business settings. Understanding what
people need gives signs to understanding them. The hierarchy is an organized way of
thinking about the different needs employees may have at any given point and explains
different reasons they may have to comparable treatment.

2. Alderfer’s ERG Theory

ERG theory, developed by Clayton Alderfer, is a variation of Maslow’s hierarchy of

needs. As an alternative of the five needs that are hierarchically organized, Alderfer
proposed that basic human needs may be clustered under three categories, which are
existence, relatedness and growth.

Existence matches to Maslow’s physiological and safety needs. Relatedness

corresponds to social needs. Growth refers to Maslow’s esteem and self-actualization. The
implication of this theory is that people need to know the various needs that may be forcing
individuals at a given point to figure out their behavior and appropriately motivate them

3. Herzberg’s Two-Factor Theory

Frederick Herzberg approached the question of motivation in a different manner. By

asking individuals what satisfies them on the job and what dissatisfies them, Herzberg
concluded that features of the work environment that satisfy employees are very different
from features that dissatisfy them.

Herzberg tagged factors causing dissatisfaction of workers as hygiene factors

because these factors were part of the context in which the job was performed. It includes
company policies, supervision, working conditions, salary, safety, and security on the job.

In contrast, motivators are factors that are inherent to the job, such as achievement,
recognition, interesting work, increased responsibilities, and advancement and growth
opportunities.

4. McClelland’s Acquired-Needs Theory

According to this theory by David McClelland, individuals acquire three types of

needs as a result of their life experiences. These needs are the need for achievement, the
need for affiliation, and the need for power.

Those who have high need for achievement have a strong need to be successful.
Adults are preoccupied with doing things better than they did in the past. These individuals
are constantly striving to improve their performance. They relentlessly focus on goals,
particularly stretch goals that are challenging in nature.

Individuals who have a high need for affiliation want to be liked and accepted by
others. When given a choice, they prefer to interact with others and be with friends. Their

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emphasis on harmonious interpersonal relationships may be an advantage in jobs and
occupations requiring frequent interpersonal interaction

Those with a high need for power desire to influence others and control their
environment. The need for power is observed as an important trait for effectiveness in
managerial and leadership positions.

PROCESS-BASED THEORIES

Process-based theories view motivation as a rational process. Individuals examine

their environment, develop thought and feelings, and respond in certain ways. Process
theories challenge to enlighten the thought processes of individuals who display motivated
behavior.

1. Equity Theory

Based on this theory, individuals are motivated by a sense of fairness in their

interactions. Sense of fairness is a result of social comparisons being made. It is perceived
fairness if the input-to-outcome ratio of an individual is brought into the situation is similar to
the input-to-outcome ratio of a comparison person, or a referent.

Inputs are the contributions people feel they are making to the environment. The
person’s hard work, loyalty to the organization, amount of time with the organization and
level of education, training and skills are considered inputs. Outcomes are the perceived
rewards someone can receive from the situation.

There are three types of fairness which are:

a. Distributive justice is the degree to which the outcomes received from the
organization are perceived to be fair.
b. Procedural justice is the degree to which fair decision-making procedures are
used to arrive at a decision.
c. Interactional justice is the degree to which people are treated with respect,
kindness and dignity in interpersonal interactions.

2. Expectancy Theory

According to expectancy theory, individual motivation to put forth more or less effort
is determined by a rational calculation in which individuals assess their situation.

The first question is whether the person believes that high levels of effort will lead to
outcome of interest, such as performance or success. This perception is labeled as
expectancy. The second question is the degree to which the person believes that
performance is related to subsequent outcomes, such as rewards. This perception is labeled

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as instrumentality. Finally, individuals are also concerned about the value of the reward
awaiting them as a result of performance. The anticipated satisfaction that will result from
an outcome is labeled valence.

3. Reinforcement Theory

Reinforcement theory is based on the work of Ivan Pavlov on behavioural

conditioning and the later work of B.F. Skinner on operant conditioning. Reinforcement
theory is based on a simple idea that may be viewed as common sense beginning at
infancy.

Reinforcement theory illustrates four interventions to transform employee behavior.

a. Positive reinforcement involves making sure that behavior is met with positive
consequences. Praising an employee for treating a customer respectfully is an
example of positive reinforcement.
b. Negative reinforcement involves removal of unpleasant outcomes once desired
behavior is demonstrated. Nagging an employee to complete a report is an
example of negative reinforcement.
c. Extinction is the removal of rewards following negative behavior. For example, if
a co-worker is forwarding unsolicited e-mail messages containing jokes,
commenting and laughing at these jokes may be encouraging the person to
keep forwarding these messages.
d. Punishment involves presenting negative consequences following unwanted
behaviors. Giving an employee a warning for consistently being late to work is an
example of punishment.

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ASSIGNMENT

S E L F - A S S E S S M E N T

Make a list of the things that you like doing and the things that motivate you in your
activities. Which among the theories of motivation is most applicable to you? Cite specific
examples showing how this theory applies to you.

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 Lesson 3: Communication

Learning Objective
The learners shall be able to appreciate the role of communication in directing
people within the organization.

Introduction

Effective communication is significant for managers in the organizations so as to

perform the basic functions of management. Communication helps managers to carry out
their jobs and responsibilities. Communication serves as groundwork for planning. All the
necessary information must be communicated to the managers who in sequence must
communicate the plans to apply them.

THE NATURE OF COMMUNICATION AND BUSINESS COMMUNICATION

Communication is neither spread of message nor message itself. It is the shared

exchange of understanding, starting off with the receiver. Communication requires being
helpful in business. Communication is the heart of management. Business communication
involves regular flow of information. Feedback is integral part of business communication.

Business communication is goal oriented. The rules, regulations and policies of a

company have to be communicated to people within and outside the organization. Now
with advent of technology, cellphones, video conferencing, emails, satellite
communication are new ways to support business communication.

Business communication can be of two types:

1. Oral communication – it can be formal and informal. Generally business

communication is a formal means of communication, like meetings, interviews,
group discussion, speeches, etc.

2. Written communication – includes agenda, reports, manuals, etc.

IMPORTANCE OF COMMUNICATION

Effective communication is vital for efficient management and to improve industrial

relations. In modern world the growth of telecommunication, information technology and
the growing competition and complexity in production have increased importance of
communication in organisations large and small irrespective of their type and kind.

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 A corporate executive must be in a position to communicate effectively with his
superiors, colleagues in other departments and subordinates. This will make him perform
well and enable him to give his hundred percent to the organisation.

The importance of communication in an organization can be summed up as follows:

1. Base for Action

 Communication acts as a base for any action. Starting of any activity begins with
communication which brings information necessary to begin with.

2. Planning Becomes Easy

 Communication facilitates planning. Planning is made easy by communication.
Any type of information regarding the human resource requirement of each
department of the organisation with their qualifications, the type and kinds of job
etc. can be collected through communication which helps in human resource
planning. Policies and programmes for their acquisition can be prepared and
implemented. In the entire process communication plays a vital role, it also
facilitates managerial planning of the organisation.

3. Means of Coordination
 Communication is an important tool for coordinating the efforts of various people
at work in the organisation.

4. Aids in Decision-Making
 The information collected through communication aids in decision-making.
Communication facilitates access to the vital information required to take
decisions.

5. Provides Effective Leadership

 A communication skill bring manager near to his subordinates and exchange
ideas and submits appropriate proposals, knows their opinions, seeks advices and
make decisions. This enables a manager to win confidence of his subordinates
through constantly communicating with them and removing probable
misunderstandings. In this way he leads his people to accomplish the
organisational goal.

6. Boosts Morale and Motivation

 An effective communication system instills confidence among subordinates and
workers ensuring change in their attitude and behaviour. The main cause of
conflict and dissatisfaction is misunderstanding which can be removed through
communication skills. The removal of misunderstanding makes manager and his
subordinates understand each other and create good industrial relations. This
boosts up the morale of the people and motivates them to work harder.

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COMMUNICATION PROCESS

Communication is a process of exchanging verbal and non-verbal messages. It is a

continuous process. A requirement of communication is a message. This message must be
expressed using some medium to the receiver. Communication is a two way process and
is incomplete lacking a feedback from the receiver to the sender on how well the message
is understood by him.

The main components of communication process are as follows:

1. Context - Communication is affected by the context in which it takes place. This

context may be physical, social, chronological or cultural. Every communication
proceeds with context. The sender chooses the message to communicate within
a context.

2. Sender / Encoder - Sender / Encoder is a person who sends the message. A

sender makes use of symbols (words or graphic or visual aids) to convey the
message and produce the required response. For instance - a training manager
conducting training for new batch of employees. Sender may be an individual
or a group or an organization. The views, background, approach, skills,
competencies, and knowledge of the sender have a great impact on the
message. The verbal and non-verbal symbols chosen are essential in ascertaining
interpretation of the message by the recipient in the same terms as intended by
the sender.

3. Message - Message is a key idea that the sender wants to communicate. It is a

sign that elicits the response of recipient. Communication process begins with
deciding about the message to be conveyed. It must be ensured that the main
objective of the message is clear.

4. Medium - Medium is a means used to exchange / transmit the message. The

sender must choose an appropriate medium for transmitting the message else
the message might not be conveyed to the desired recipients. The choice of
appropriate medium of communication is essential for making the message
effective and correctly interpreted by the recipient. This choice of
communication medium varies depending upon the features of communication.
For instance - Written medium is chosen when a message has to be conveyed to
a small group of people, while an oral medium is chosen when spontaneous

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 feedback is required from the recipient as misunderstandings are cleared then
and there.

5. Recipient / Decoder - Recipient / Decoder is a person for whom the message is

intended / aimed / targeted. The degree to which the decoder understands the
message is dependent upon various factors such as knowledge of recipient, their
responsiveness to the message, and the reliance of encoder on decoder.

6. Feedback - Feedback is the main component of communication process as it

permits the sender to analyze the efficacy of the message. It helps the sender in
confirming the correct interpretation of message by the decoder. Feedback
may be verbal (through words) or non-verbal (in form of smiles, sighs, etc.). It may
take written form also in form of memos, reports, etc.

COMMUNICATION FLOWS IN AN ORGANIZATION

In an organization, communication flows in 5 main directions

1. Downward
2. Upward
3. Lateral
4. Diagonal
5. External

1. Downward Flow of Communication

 Communication that flows from a higher level in an organization to a lower level

is a downward communication. In other words, communication from superiors to
subordinates in a chain of command is a downward communication. This
communication flow is used by the managers to transmit work-related
information to the employees at lower levels. Employees require this information
for performing their jobs and for meeting the expectations of their managers.

 Downward communication is used by the managers for the following purposes:

o Providing feedback on employees performance
o Giving job instructions
o Providing a complete understanding of the employees job as well as to
communicate them how their job is related to other jobs in the
organization
o Communicating the organizations’ mission and vision to the employees
o Highlighting the areas of attention

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 Organizational publications, circulars, letter to employees, group meetings etc are
all examples of downward communication. In order to have effective and error-free
downward communication, managers must:
o Specify communication objective
o Ensure that the message is accurate, specific and unambiguous.
o Utilize the best communication technique to convey the message to the
receiver in right form

2. Upward Flow of Communication

 Communication that flows to a higher level in an organization is called upward

communication. It provides feedback on how well the organization is functioning.
The subordinates use upward communication to convey their problems and
performances to their superiors.

 The subordinates also use upward communication to tell how well they have
understood the downward communication. It can also be used by the
employees to share their views and ideas and to participate in the decision-
making process.

 Upward communication leads to a more committed and loyal workforce in an

organization because the employees are given a chance to raise and speak
dissatisfaction issues to the higher levels. The managers get to know about the
employees feelings towards their jobs, peers, supervisor and organization in
general. Managers can thus accordingly take actions for improving things.

 Grievance Redressal System, Complaint and Suggestion Box, Job Satisfaction

surveys etc. all help in improving upward communication. Other examples of
Upward Communication are -performance reports made by low level
management for reviewing by higher level management, employee attitude
surveys, letters from employees, employee-manager discussions etc.

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3. Lateral / Horizontal Communication

 Communication that takes place at same levels of hierarchy in an organization

is called lateral communication, i.e., communication between peers, between
managers at same levels or between any horizontally equivalent organizational
member. The advantages of horizontal communication are as follows:

o It is time saving.
o It facilitates co-ordination of the task.
o It facilitates co-operation among team members.
o It provides emotional and social assistance to the organizational
members.
o It helps in solving various organizational problems.
o It is a means of information sharing
o It can also be used for resolving conflicts of a department with other
department or conflicts within a department.

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 4. Diagonal Communication

 Communication that takes place between a manager and employees of other

workgroups is called diagonal communication. It generally does not appear on
organizational chart.

 For instance - To design a training module a training manager interacts with an

Operations personnel to enquire about the way they perform their task.

5. External Communication

 Communication that takes place between a manager and external groups such
as - suppliers, vendors, banks, financial institutes etc. is called external
communication.

 For instance - To raise capital the Managing director would interact with the Bank
Manager.

SEVEN C’s OF EFFECTIVE COMMUNICATION

There are 7 C’s of effective communication which are applicable to both written as
well as oral communication. These are as follows:

1. Completeness - The communication must be complete. It should convey all facts

required by the audience. The sender of the message must take into consideration
the receiver’s mind set and convey the message accordingly. A complete
communication has following features:

 Complete communication develops and enhances reputation of an

organization.

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  Moreover, they are cost saving as no crucial information is missing and no
additional cost is incurred in conveying extra message if the communication
is complete.

 A complete communication always gives additional information wherever

required. It leaves no questions in the mind of receiver.

 Complete communication helps in better decision-making by the

audience/readers/receivers of message as they get all desired and crucial
information.

 It persuades the audience.

2. Conciseness - Conciseness means wordiness, i.e, communicating what you want to

convey in least possible words without forgoing the other C’s of communication.
Conciseness is a necessity for effective communication. Concise communication
has following features:

 It is both time-saving as well as cost-saving.

 It underlines and highlights the main message as it avoids using excessive and
needless words.

 Concise communication provides short and essential message in limited

words to the audience.

 Concise message is more appealing and comprehensible to the audience.

 Concise message is non-repetitive in nature.

3. Consideration - Consideration implies “stepping into the shoes of others”. Effective

communication must take the audience into consideration, i.e, the audience’s view
points, background, mind-set, education level, etc. Make an attempt to envisage
your audience, their requirements, emotions as well as problems. Ensure that the self-
respect of the audience is maintained and their emotions are not at harm. Modify
your words in message to suit the audience’s needs while making your message
complete. Features of considerate communication are as follows:

 Emphasize on “you” approach.

 Empathize with the audience and exhibit interest in the audience. This will
stimulate a positive reaction from the audience.

 Show optimism towards your audience. Emphasize on “what is possible”

rather than “what is impossible”. Lay stress on positive words such as jovial,
committed, thanks, warm, healthy, help, etc.

4. Clarity - Clarity implies emphasizing on a specific message or goal at a time, rather

than trying to achieve too much at once. Clarity in communication has following
features:

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  It makes understanding easier.

 Complete clarity of thoughts and ideas enhances the meaning of message.

 Clear message makes use of exact, appropriate and concrete words.

5. Concreteness - Concrete communication implies being particular and clear rather

than fuzzy and general. Concreteness strengthens the confidence. Concrete
message has following features:

 It is supported with specific facts and figures.

 It makes use of words that are clear and that build the reputation.

 Concrete messages are not misinterpreted.

6. Courtesy - Courtesy in message implies the message should show the sender’s
expression as well as should respect the receiver. The sender of the message should
be sincerely polite, judicious, reflective and enthusiastic. Courteous message has
following features:

 Courtesy implies taking into consideration both viewpoints as well as feelings

of the receiver of the message.

 Courteous message is positive and focused at the audience.

 It makes use of terms showing respect for the receiver of message.

 It is not at all biased.

7. Correctness - Correctness in communication implies that there are no grammatical

errors in communication. Correct communication has following features:

 The message is exact, correct and well-timed.

 If the communication is correct, it boosts up the confidence level.

 Correct message has greater impact on the audience/readers.

 It checks for the precision and accurateness of facts and figures used in the
message.

 It makes use of appropriate and correct language in the message.

Awareness of these 7 C’s of communication makes you an effective communicator.

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COMMUNICATION BARRIERS

Communication is a process beginning with a sender who encodes the message

and passes it through some channel to the receiver who decodes the message.
Communication is fruitful if and only if the messages sent by the sender is interpreted with
same meaning by the receiver. If any kind of disturbance blocks any step of
communication, the message will be destroyed. Due to such disturbances, managers in an
organization face severe problems. Thus the managers must locate such barriers and take
steps to get rid of them.

There are several barriers that affects the flow of communication in an organization.
These barriers interrupt the flow of communication from the sender to the receiver, thus
making communication ineffective. It is essential for managers to overcome these barriers.

1. Perceptual and Language Differences – perception is generally how each individual

interprets the world around him. All generally want to receive messages which are
significant to them. But any message which is against their values is not accepted. A
same event may be taken differently by different individuals.

2. Information Overload – managers are surrounded with a pool of information. It is

essential to control this information flow else the information is likely to be
misinterpreted or forgotten or overlooked. As a result communication is less effective.

3. Inattention – at times we just not listen, but only hear. For example a traveler may
pay attention to one “NO PARKING” sign, but if such sign is put all over the city, he
no longer listens to it. Thus, repetitive messages should be ignored for effective
communication. Similarly if a superior is engrossed in his paper work and his
subordinate explains him his problem, the superior may not get what he is saying and
it leads to disappointment of subordinate.

4. Time Pressures – often in organization the targets have to be achieved within a

specified time period, the failure of which has adverse consequences. In a haste to
meet deadlines, the formal channels of communication are shortened, or messages
are partially given, i.e., not completely transferred. Thus sufficient time should be
given for effective communication.

5. Distraction/Noise – communication is also affected a lot by noise to distractions.

Physical distractions are also there such as, poor lightning, uncomfortable sitting,
unhygienic room also affects communication in a meeting. Similarly use of loud
speakers interferes with communication.

6. Emotions – emotional state at a particular point of time also affects communication.

If the receiver feels that communicator is angry he interprets that the information
being sent is very bad. While he takes it differently if the communicator is happy and
jovial (in that case the message is interpreted to be good and interesting).

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7. Complexity in Organizational Structure – greater the hierarchy in an organization (i.e.
more the number of managerial levels), more is the chances of communication
getting destroyed. Only the people at the top level can see the overall picture while
the people at low level just have knowledge about their own area and a little
knowledge about other areas.

8. Poor retention – human memory cannot function beyond a limit. One can’t always
retain what is being told specially if he is not interested or not attentive. This leads to
communication breakdown.

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ASSIGNMENT

M A N A G E M E N T I N S I G H T

Direction: Read the article below and write a short reaction on the importance of correct
grammar at the place of work.

Mind your Grammar

(Source: Organizational Behavior: Core Concepts, 2008 by Kinicki)

If you’re in your 40’s, or younger, chances are you’re part of two generations of
Australians who didn’t learn grammar in school, according to the executive director of the
Plain English Foundation, Neil James.

And if you didn’t pick up the rules of grammar by learning a foreign language, your
writing skills at work may need some sharpening. This grammar generation gap is boon for
James. “I find that it’s people who are middle management and below who need the most
help. People who are at the executive level or in the upper levels of middle management
tend to be bit older, so they were at school before we tossed grammar out of the school
system. In NSW, it was around the early 70’s when grammar was taken out of the secondary
school curriculum.

The result is that many people in the workforce are struggling basic grammar. “We’ve
focused a lot more on specific education, like studying to be an accountant or lawyer”
James says.” General skills like writing tend to be downplayed. So an engineer may focus
on technical knowledge but when they get their first job they have to write a report. But at
very few places along the way has anyone shown them how to write a report.

James believes the way you write can have a huge impact on whether you are
promoted. He says that if you are a business owner, poor writing can cause you to lose
business. “Writing well is good for your career”, he says.

So what can you do to improve your writing at work?

1. Use short sentences and avoid unnecessary complex words. James says one easy
way to improve your writing is to use short sentences. “We recommend an
average 15-20 words per sentence. Of course it’s ok to write 10 words or 30 words
but aim for 15-20”, he says.

2. Write with your reader in mind. Putting yourself in the reader’s shoes is essential.
“People don’t put themselves into the shoes of the reader. They think that
because they are professionals they have to sound technical and impressive.”

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3. Check your work. It might sound like a basic concept but Tony Kleu, author of
Writing Good English for Business Professionals, says that many people send off
their work without ever thinking about the meaning of the words they have used.

Kleu also say that dictionaries are under-used in the workplace.

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