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business commuication ppt.ppt
1. BUS 370
⢠Course Information
⢠http://homepages.wmich.edu/~bowman/bus370.html
⢠http://homepages.wmich.edu/~bowman/syl370.html
⢠Course Materials
⢠http://homepages.wmich.edu/~bowman/mir.html
⢠http://homepages.wmich.edu/~bowman/bus370.ppt
⢠Class Conference
⢠http://vms.cc.wmich.edu/www/confer/
⢠BUS370-DISC and BUS370-CASES
2. Overview
⢠Communication Skills
⢠Nonverbal communication
⢠Oral communication
⢠Written communication
⢠Interpersonal Applications
⢠Business Applications
3. Why Study Communication?
⢠The Only Completely Portable Skill
⢠You will use it in every relationship
⢠You will need it regardless of your career path
⢠The âInformation Ageâ
⢠The history of civilization is the history of information
⢠Language and written documents facilitate the transfer
of information and knowledge through time and space
4. Why Study Communication?
⢠Your Quality of Life Depends Primarily on
Your Communication Skills
⢠You Cannot Be Too Good at Communication
⢠People Overestimate Their Own
Communication Skills
6. What Is Communication?
⢠Transfer of MeaningâNo
⢠Influence of Mental MapsâYes
⢠Redundant
⢠Visual
⢠Auditory
⢠Kinesthestic
⢠Energetic
7. What Is Communication?
⢠Conscious and Intentional
⢠Nonverbal
⢠Verbal
⢠Unconscious and Unintentional
⢠Nonverbal
⢠Verbal
11. External Reality
⢠The Map is Not the Territory
⢠We delete information
⢠We distort information
⢠We generalize
⢠We assign meaning
⢠Models of the World
12. Sensory Data
⢠The Building Blocks of Subjective Experience
⢠What we see
⢠What we hear
⢠What we touch, taste, and smell
⢠The Four-tuple
⢠Meanings and Memories
13. Filtering Experience
⢠Primary Mediation
⢠Secondary Mediation
⢠Genetic predisposition
⢠Conditioning
⢠Personal profiles of behavioral type
⢠Beliefs, values, core questions, and core metaphors
⢠Physical and mental state
15. The Communication Process
Sensory
Data
Sensory
Data
Sender Receiver
Filters
Beliefs
Values
Questions &
Metaphors
Beh. Type
State
Filters
Beliefs
Values
Questions &
Metaphors
Beh. Type
State
Decision-
Making
Message
Channel
The Bowman Communication Model, 1992-2003
Encoding
Decision-
Making
Encoding
16. Metaphor: The Language of Perception
⢠Metaphors and Similes
⢠My love is a flower.
⢠My love is like a flower.
⢠Core Metaphors
⢠Argument is war
⢠Business is war
⢠Business is a sport or a game
⢠Business is a building
17. Core Metaphors
⢠Metaphors, Similes, and Analogies
⢠Perceptual Filters
⢠Common Operational Metaphors
⢠Time isâŚ
⢠Learning isâŚ
⢠Men/Women areâŚ
⢠Success is...
⢠Life isâŚ
20. History of Communication
⢠Nonverbal: 150,000 years
⢠Oral: 55,000 years
⢠Written: 6,000 years
⢠Early writing: 4000 BC
⢠Egyptian hieroglyphics: 3000 BC
⢠Phoenician alphabet: 1500 to 2000 BC
⢠Book printing in China: 600 BC
⢠Book printing in Europe: 1400 AD
22. Sensory Data and Mental Maps
⢠Bridge Between Internal and External
⢠Internal and External Processing
⢠Internal Processing
⢠Posture and breathing
⢠Language and paralanguage
⢠Eye accessing cues
24. Preferred Sensory Modalities
⢠People Use All Their Available Senses
⢠Some Prefer Visual
⢠Some Prefer Auditory
⢠Some Prefer the Kinesthetic Cluster
⢠Senses of touch, taste, and smell
⢠Associated emotional responses
⢠Some Prefer âDigitalâ Processing
25. Visuals
⢠Vocabulary
⢠I see what you mean.
⢠It looks good to me.
⢠Letâs stay focused on the problem.
⢠She has a bright future.
⢠Heâs always in a fog.
⢠Physiology and Appearance
⢠Paralanguage
26. Auditories
⢠Vocabulary
⢠I hear what you are saying.
⢠It sounds good to me.
⢠Does the name Pavlov ring a bell?
⢠Thatâs music to my ears.
⢠Heâs always blowing his own horn.
⢠Physiology and Appearance
⢠Paralanguage
27. Kinesthetics (Kinos)
⢠Vocabulary
⢠I can grasp the concept, and it feels right to me.
⢠It smells fishy to me.
⢠It left me with a bad taste in my mouth.
⢠Sheâs still rough around the edges.
⢠Heâs a smooth operator.
⢠Physiology and Appearance
⢠Paralanguage
30. Exercise: Flexibility
⢠Determine your preferred system.
⢠What are you doing when you âthinkâ?
⢠Speak for two minutes using predicates
from one sensory modality, then do the
the same for each of the other two.
⢠Work in groups and take turns speaking
using sense-based predicates in a systematic
way.
31. Rapport
⢠Finding Commonalities
⢠Values
⢠Vocabulary and paralanguage
⢠Physiology and appearance
⢠Matching and Mirroring
⢠Cross-over Matching
People who are like each other,
like each other.
32. Developing Rapport
⢠Nonverbal (what you see and do)
⢠Physiology
⢠Appearance
⢠Congruence
⢠Verbal (what you hear and say)
⢠Sense-based predicates
⢠Values, beliefs, and criteria
⢠Voice tone and rate of speech
33. Reading Nonverbal Messages
⢠Sensory Acuity
⢠Agree and Disagree
⢠Posture and Movement
⢠Associated or dissociated
⢠Bodily response
34. Exercises: Rapport
⢠Matching and Mirroring
⢠Observing others
⢠Practicing
⢠Calibration
⢠Like/dislike
⢠Yes/no
40. Communication Strategy, 1 & 2
⢠Pace
⢠Match (nonverbally and verbally)
⢠Meet expectations
⢠Lead
⢠Set direction
⢠Maintain interest
⢠Maintain rapport
41. Communication Strategy, 3 & 4
⢠Blend Outcomes
⢠Understand objectives and desires
⢠Create win-win solutions
⢠Motivate
⢠Clarify who does what next
⢠Future-pace possibilities
⢠Presuppose positive results
44. Profile Characteristics
⢠Achiever
⢠Likes to set goals, challenge the environment and win.
⢠Sees life as a competition.
⢠Communicator
⢠Likes to achieve results by working with and through people.
⢠Finds more enjoyment in the process than in the results.
⢠Specialist
⢠Likes to plan work and relationships.
⢠Finds enjoyment in knowing what to expect.
⢠Perfectionist
⢠Enjoys jobs requiring attention to detail.
⢠Complies with authority and tries to provide the ârightâ answer.
45. Metaprograms
⢠Action â Initiate or Respond
⢠Direction â Toward or Away From
⢠Source â Internal or External
⢠Conduct â Rule Follower or Breaker
46. More Metaprograms
⢠Response â Match or Mismatch
⢠Scope â Global or Specific
⢠Cognitive Style â Thinking or Feeling
⢠Confirmation â VAK and Times
47. Exercise: Eliciting Metaprograms
⢠Metaprograms are revealed by
⢠Nonverbal messages
⢠Language
⢠Questions
⢠What do you mean?
⢠How do you know?
⢠Whatâs important to you about that?
48. Changing Behavior
⢠Patterns and Pattern Interrupts
⢠Anchors and Anchoring
⢠Stimulus-response conditioning
⢠Visual, auditory, and kinesthetic anchors
⢠Advanced Language Patterns
⢠The Metamodel
⢠The Milton Model
50. The Structure of
Subjective Experience
⢠Sorting for Time
⢠Past, present, and future
⢠Timelines
⢠Sorting for Like and Dislike
⢠Creating and Changing Meaning
51. Modalities and Submodalities
⢠Visual Submodalities
⢠Location, size, distance, brightness, point of view
⢠Color or black & white, moving or still
⢠Auditory Submodalities
⢠Location, tone, rate, pitch, inflection, rhythm
⢠Language, voice (your voice, the voice of a parent)
⢠Kinesthetic Submodalities
⢠Location, strength, duration, movement
⢠Quality (warm, cold, âtingly,â etc.)
52. Exercise: Changing Submodalities
⢠Select something, someone, or an activity
you want to like better.
⢠Elicit submodalities for
⢠Things you like.
⢠Things you dislike.
⢠Change the submodalities with which you
represent the thing, person, or activity.
53. Belief Systems
⢠Cultural
⢠Parental
⢠Group
⢠Individual
⢠Global (Identity)
⢠Cause-effect
⢠If X, then Y
⢠If I study, then I will...
⢠Rules
⢠Can/canât
⢠Must/must not
⢠Should/should not
54. Values
⢠A Type of Belief
⢠Hierarchical
⢠Either Positive or Negative
⢠Something desired
⢠Something to avoid
⢠Congruent or Incongruent
55. Core Questions
⢠Remain Out of Conscious Awareness
⢠Focus Attention
⢠Influence Interpretation of Events
⢠Influence Psychological State
⢠Influence the Range of Possibilities
56. Exercise: Belief and Disbelief
⢠Elicit the submodalities of something you
believe absolutely.
⢠Elicit the submodalities of something you
doubt.
⢠Elicit the submodalities of something you
disbelieve.
⢠Select a limiting belief and change its
submodalities.
57. Frames and Reframes
⢠The Filters That Determine Meaning
⢠Influence State and Behavior
⢠Creating and Changing Frames
⢠Anchoring
⢠Reframing Context
⢠Reframing Content
58. Reframing Context
⢠Key Questions
⢠Where would the characteristic or behavior be useful?
⢠When would the characteristic or behavior be useful?
⢠What would have to be true for this to be useful?
⢠Common Context Reframes
⢠Rudolphâs red nose
⢠Oil
⢠Procrastination
59. Reframing Content
⢠Key Questions
⢠What else could this mean (or be)?
⢠What am I missing here?
⢠How can he or she believe that?
⢠How could this mean the opposite of what I thought?
⢠Common Content Reframes
⢠The ugly duckling
⢠Plastic or sawdust
⢠Failure
60. The Metamodel
⢠Used to Understand Anotherâs Mental Maps
⢠Used to Recover Lost Information
⢠Used to Help Correct Distortions
⢠Universal Metamodel Questions
⢠What, who, or how specifically?
⢠What do you mean?
⢠How do you know?
⢠What would happen if you did (or didnât)?
61. Metamodel âViolationsâ
⢠Unspecified Nouns
⢠Abstract nouns (a student, teachers)
⢠Nominalizations (freedom, justice)
⢠Unspecified or Missing Pronouns
⢠Someone you know. . . .
⢠Itâs wrong to think that.
62. Metamodel âViolationsâ
⢠Unspecified Verbs
⢠You have to learn this.
⢠You will solve your problems.
⢠Unwarranted Generalizations
⢠You never want to do anything.
⢠Politicians are crooks.
63. Metamodel âViolationsâ
⢠Unwarranted Comparisons
⢠Brand X gives you more.
⢠Sally is the best.
⢠Unwarranted Rules
⢠You canât do that on television.
⢠Clean your plate.
⢠No pain, no gain.
64. The Milton Model
⢠Used to Change Anotherâs Mental Maps
⢠Used to Create New Possibilities
⢠Used to Influence
65. Milton Model Techniques
⢠Metamodel âViolationsâ
⢠Unspecified nouns, pronouns, and verbs.
⢠Generalizations
⢠Comparisons
⢠Shifts in referential index
67. Basic Language Skills
⢠My automobile prefers to warm up slowly.
⢠The organization is in excellent shape. For
example, the record profits last year.
⢠The company has decided to purchase new
furniture.
⢠While busy working at the computer all day
was no doubt the cause of her eye strain and
stiff neck.
68. More Basic Language Skills
⢠Not only will Alex need to justify his
behavior to his boss, but also to the
company president.
⢠The data is from âService Is the Keyâ, by
Eileen Johnson in the May issue of The
Journal of Customer Relations.
69. Language Skills for Case 1
⢠As an employee of Con-U-Tel, it is my
responsibility to set up our companies
annual convention.
⢠I am writing this letter to inquire about your
hotelâs accommodations.
⢠How many people can your hotel
accommodate at one time?
70. More Language Skills for Case 1
⢠Does your hotel have banquet facilities?
⢠How many conference rooms does your
hotel have with audio/visual equipment?
⢠I must have your answer by July 10th so
that I can make a decision.
⢠Thank you in advance for sending this and
other helpful information.
71. Block Format and
Mixed Punctuation
⢠Date goes on left margin
⢠5 January 2004
⢠January 5, 2004
⢠NOT: 1/5/2004 or 5.1.2004
⢠Inside address includes the following:
⢠Name of the individual with courtesy title
⢠Professional title and/or office or department
⢠Organization plus âmail stopâ information
⢠City, state, and ZIP code information
72. Block Format and
Mixed PunctuationâPart 2
⢠Salutation
⢠Dear Ms. Goldman:
⢠Dear Director:
⢠Ladies and Gentlemen:
⢠The signature block includes the following:
⢠An appropriate complimentary close (Sincerely,
Cordially, Best Wishes)
⢠The signature of the person who wrote the letter
⢠The typed/printed name of the writer
73. Message Structure for Case 1
⢠Ask the most important question.
⢠What is the make-or-break question?
⢠Why are convention facilities more important than guest rooms?
⢠Why is it important to include the dates in the opening question?
⢠Explain your needs.
⢠What does she need to know to help you?
⢠What does she not need to know?
⢠What is required for transition to the list of secondary questions?
74. More Structure for Case 1
⢠Ask your secondary questions.
⢠What is implied by the numbered list?
⢠How do you ensure that the information you receive
will help you make a decision?
⢠Set and justify an end-date.
⢠Is it possible that she can help you in ways you havenât
asked about?
⢠Why do you need a time index to justify a specific end-
date?