Actions Speak Louder Than Words: Nonverbal Communication

Overload of political issues, statements, and opinions made by candidates can send the average American into a tailspin. For many voters, heavy investigation of every detail about every candidate in a campaign is not of top-priority. “Many US voters’ lack political knowledge and interest in the political process, yet, large numbers of citizens still go to the polls” (Kopacz, 2006, pg. 7). Humans rely on non-verbal communication, in politics and in other situations of communication, as a tool for understanding the intended context of a message. (Kopacz, pg 14) In Maria Kopacz (2006), Nonverbal Communication as a Persuasion Tool: Current Status and Future Directions, the impact of nonverbal communication is explored, as it relates to electoral votes.

Members of the political field are well-known for their general reputation for being dishonest and manipulative, so it is easy to understand the implications of Kopacz (2006) assertion that “nonverbal displays inconsistent with accompanying verbal messages may signal deception” (as cited by Kopacz, pg 3). If one expects an individual in politics to be dishonest, they may look for non-verbal cues as a source of revealing dishonesty. So often, through television, where most Americans derive their campaign information, (Kopacz, pg. 4) voters are inundated with political commercials, or segments from campaigns, displaying internally conflicting information coming from political candidates. It seems that the right to change one’s mind is exercised thoroughly in elections resulting in the destruction of candidate’s credibility. “It’s no surprise that so many presidential candidates choose to use a “nonverbal consultant” to prepare for their big televised debates” (personal communication, P. Hamilton, October 13th, 2007). With the prominence of television as the basis for one’s decision to cast a vote for one candidate over another, “It becomes evident that nonverbal communication should be viewed as a critical aspect of the US political process” (Kopacz, pg. 4).

There are theories and models of persuasion based on nonverbal communication that are explored by Kopacz (2006). Among these models, the elaboration likelihood model of persuasion maintains that “there are two routes of information-processing that lead to judgment and attitude formation” (Kopacz, 2006, pg. 6). These routes are as follows: the central route which entails careful analysis of communication and often occurs when one is motivated and able to process information, and the peripheral route which is a low-effort way of processing information by way of “The characteristics of the message source” (Kopacz, pg. 6). This model of persuasion is the most relevant to exploring how nonverbal communication affect voters because, in the words of Kopacz, (2006) “None of the findings obtained by nonverbal research were inconsistent with the ELM framework” (Kopecz, pg. 12). The ELM, although not proving Kopacz (2006) assertion, acts as the umbrella for the other theories explored in this article.

Four other perspectives of nonverbal behavior were reviewed by Kopacz (2006) and include the following: Chance’s ethological theory of attention structure, Masters and Sullivan focus on facial gestures, Duck’s similarity theory, and Burgoon, Birk, and Pfau’s dominance-credibility theory. (Kopacz, pp. 4-5) Each of these theories analyzed, failed to completely support the idea that candidates’ nonverbal communication directly affects electoral votes.

To explore the above four theories further, Kopacz (2006), outlined four empirical findings, as they relate to each theory and the relevance to nonverbal displays and election outcomes. These findings include the importance of the following: facial expressions, physical appearance, paralanguage, and visual focus. (Kopacz, pp. 8-10) When referring to B.B. & P.’s dominance/credibility and Duck’s similarity theory, although not proven by researchers, Kopacz (2006) states that “assessment would be relatively easy to perform by means of self-report measures” (Kopacz, page 12). In my work experience, I have accepted offers of employment in the past for companies based on the dominance and credibility, as well as the similarities in personality and character traits, displayed by my potential superiors during the interviewing process.

I had to go through a series of interviews to obtain the position I currently hold. My third and final interview was with John, the president of the company. When I walked in, he took the time to greet me openly and look me directly in the eyes, actions that made me feel comfortable and confident in his credibility as a leader. Direct eye contact is an example of the importance of “gaze”(Kopacz-, 2006 pg. 11), a subpoint of the point of “visual focus” (Kopacz, pg. 10) in nonverbal communication. In a relatively short time, John also exemplified behaviors that made me feel as though we were similar, and this greatly affected my decision to join his team. Under the assumptions of Duck’s similarity theory, “People are especially likely to identify with amicable personalities, the hedonic (affiliative) behaviors like handshakes, smiles, and open body posture, may contribute…to success” (Kopacz, pg. 5).

The same important nonverbal behaviors outlined in Kopacz (2006) would be expected of any leader of a department, a company, or a nation. Since “Nonverbal decoding requires a different type of processing and perhaps less mental effort than does verbal communication,” (Kopacz, pg. 7) it can be assumed that nonverbal communication has been used by humans before the ability to speak. “Scholars demonstrate that it takes less time and effort to comprehend audiovisual messages, than is needed to comprehend verbal messages alone” (as cited in Kopacz, 2006 pg. 7). This would imply that nonverbal communication is of utmost importance when it comes to political campaigns and any other situation in business when judgment is involved.

In the 21st century, with technology expansion and new mediums for communication, the context of messages must be clarified to heighten understanding. If an individual is saying one thing with words, yet contradicting the meaning of their verbal message with nonverbal communication, instead of the intended message being communicated, deceitfulness is conveyed. It is the responsibility of every leader, especially a potential leader of our nation, to have the integrity to do what they say, and with the help of articles such as Kopacz (2006) regarding nonverbal communication, have the sense to make sure their nonverbal and verbal communication is in alignment with their intended meaning.

References

Kopacz, M. (2006). Nonverbal communication as a persuasion tool: Current status and future directions. Rocky Mountain Communication Review, 3(1), 1-19. Retrieved October, 11th, 2007 from:
http://0-web.ebscohost.com.olinkserver.franklin.edu/ehost/pdf?vid=4&hid=104&sid=9a2d0c89-ca0e-408f-943a-b6e91102da60%40sessionmgr103.

Hillary Cartoon. Retrieved October 13, 2007 from:
http://www.ibdeditorials.com/Cartoons.aspx#cartoon276120137442615

Motivation Article Summary

While surfing the internet, there are many forms of advertising or flashy animation that may appear in an attempt to evoke one to click to explore further. This exemplifies the initiation of motivation, as defined by K. and P. Shaw as a need stimulated by urgency leading to the “creation of tension, which urges the person to forget everything else and cater to the aroused need first” (n.d.). Internet advertising can be so flashy and annoying; however, that one may choose to ignore what may have been compelling information to that individual, if only another motivational tactic had been applied. The way individuals are motivated to act is different from one person to another. Therefore, understanding what type of motivation compels one to perform any desired task can greatly improve any business. Professionals in the marketing and communication field can especially benefit from investigating related articles, such as K. and P. Shaw’s Motivation, to learn how to access the basis of motivation in a perspective customer.


There are seven types of motivation described in the article Motivation. Among these motivation types are the following: Achievement, Affiliation, Competence, Power, Attitude, Incentive, and Fear (Shaw, n.d.). The definition of each motivation type can expose one’s own or other individual’s basis for action. In relation to my motivational type, I would classify myself as being motivated by a combination of “Achievement Motivation” (Shaw, n.d.), and “Incentive Motivation” (Shaw, n.d.). I wish, in the words of Shaw on Achievement Motivation, “to achieve objectives and advance up the ladder of success” (n.d.). I know that this does not guarantee a pay raise or a higher position, however, I agree that the “accomplishment is important for its own sake” (Shaw, n.d.). My motivation to earn my master’s degree is not only to have the intrinsically gratifying experience of achievement; I also know that I have a very good chance of reaping great financial benefit which would maintain that my motivation is of the Incentive type. In addition to the seven types of motivation that can be helpful in determining proper motivational strategies, Shaw outlines fourteen theories of motivation that can be studied in order to develop one’s own definition of motivation.


Among these theories, Jeremy Bentham’s age-old “The carrot and the stick approach,” outlined by Shaw, was particularly applicable to a professional situation for me. In the words of Shaw, Bentham’s theory maintains, “whether managers are first-level supervisors or chief executives, the power of their position to give or withhold rewards or impose penalties of various kinds gives them an ability to control, to a very great extent, the economic and social well-being of their subordinates” (n.d.). This theory can be demonstrated by a situational event I incurred in my work experience. I held a position as project manager for a very small new media, interactive company. The company had a culture revolving around having minimal hierarchy between positions. The CEO believed that everyone, regardless of position, should be equal. This meant that no one was able to discipline, or in this case, motivate. This “low context” (Barrett, 2008) culture created an adverse situation for anyone in a managerial position. In my situation, my subordinates would come in to work, several hours late everyday without punishment. They did not have any incentive, or “carrot” (as cited by Shaw, n.d.) to be on time, nor punishment, or “Stick” (as sited by Shaw, n.d.) for tardiness. Employing management without authority disabled productivity, and it did create the tension necessary for me to be motivated to search and obtain a position elsewhere. Shaw would refer to the motivation I experienced to depart from the company as “Power Motivation” (Shaw, n.d.), defined as “the drive to influence people and change situations” (Shaw, n.d.). I knew that I could not make an impact on my subordinate employees or on the company’s bottom-line, so I was motivated to leave.


K. and P. Shaw conclude Motivation with seven suggested ways to be “A Motivating Manager” (n.d.). These ideas, stated by Shaw, include the following: “Treat staff well,” “Think like a winner,” “Recognize the difference,” “Set realistic goals,” “Prevent Demotivation,” “Job-financial enrichment and small job changes are handy,” and “Non-financial rewards” (n.d). Shaw’s Motivation can help communication and marketing professionals, as well as managers, better understand the complexity of motivation, while fostering knowledge of the importance of using the proper type of motivational method for productivity in individuals.

References

Shah, K. & Shaw, P. (n.d.) Motivation. Retrieved October 3, 2007, from http://www.laynetworks.com/Motivation.html.

Barrett, D. J. (2008). Developing emotional intelligence and cultural literacy to strengthen leadership communication. Leadership communication (pp. 222 – 234). New York: McGraw- Hill/Irwin.

Hamilton, Cheryl (2008). Effective Listening. Communicating for results: A guide for business

and the professions. Eighth edition. (pp. 101-103). Belmont, CA: Thomson Wadsworth.

I know you THINK you understand: Summary of the Listening Style Inventory

“I know you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant” (Lu, 2005). Many have heard this phrase at one time or another; in a relationship, in business, or even at the dinner table with family. The ability to speak clearly and convey messages effectively is imperative to building relationships; however, listening and internalizing those messages can determine the quality of communication. “Listening is one of human’s earliest communication skills” (Lu, 2005). For this reason, the ability to listen is often taken for granted because it seems to come naturally, “when in fact effective listening requires as much skill as the other forms of communication” (Hamilton, 2008).

At work, I often catch myself paraphrasing a message that has been communicated to me back to the speaker, in an attempt to make sure that I am properly understanding what they are trying to convey. As Lu explains, “failure to listen is probably the cause of more interpersonal problems than any other human behavior” (2005). Not taking the time to internalize and clarify messages in a professional environment, can negatively affect relationships and deteriorate one’s credibility. In my position of public relations, relying on relationships to thrive, I cannot leave the scene of communication without proper feedback of understanding. I agree with Lu, that “incorrectly encoding-decoding can cause significant problems in communication” (2005).

Working with others from many diverse cultural backgrounds in business, I can use the information in this article as a reference to improve my listening communication skills. As Lu maintains, “there are a variety of sender (speaker) and receiver (listener) characteristics that must be taken into consideration when evaluating the communication process; culture, gender, education and past experience” (2005). I can access these characteristics while improving my listening and communication skills with others.

In summary, beyond the frustration of reading the same paragraph twice in the Introduction section of the article, where the second and fourth paragraph are the same, the most significant learning from this article is that effective listening is a learned skill. It is not an innate ability. The ability to hear is a gift and should not be taken for granted, however, acquiring the ability to listen effectively takes focus and determination. Improving listening skills, through self-assessments such as the Listening Style Inventory, will not only positively impact general communication, but will especially influence both interpersonal and intrapersonal relationships.

References

Lu, J. (2005). The listening style inventory (LSI) as an instrument for improving listening skill. Sino-US English Teaching, 2, 45-50.

Hamilton, Cheryl (2008). Effective Listening. In, Communicating for results: A guide for business and the professions. (pp. 101-103).

Evaluating Resources

Utilizing various resources for graduate level writing is crucial to establishing credibility. In order to substantiate assertions of opinion or to prove facts, one must use a variety of supporting resources. Evaluating available resources is essential to conducting quality research and determining information that is useful, valid, and reliable.

When searching for relevant material to use for a given objective, it is optimal to investigate information from a variety of sources. Websites, magazine articles, and journals are all adequate materials for background information; however, scholarly articles, those that have been subjected to a peer review, are optimal for proving validity of information and assuring quality of research. Once information is deemed useful to one’s objective, an evaluation of the material can be used to establish whether it is valid and reliable. Qualifying each resource can be helpful in accessing value, by evaluating the following: Author, publication date, purpose, resource type (scholarly or popular), credibility of author, objectivity of author, is the resource primary or secondary, and references (Appendix).

To prove the validity of a resource, one must look at the background of the author. The legitimacy of the author’s credibility can be determined by such things as the following: Education, field experience, and validity of the references used in their original cited body of work. Citing resources in the References section of a paper according to APA guidelines is essential to graduate level writing. These guidelines have been created to streamline the process of investigation of resources, beyond the paper in which they are cited. If cited incorrectly, one’s composition may be deemed illegitimate and become susceptible to accusations of plagiarism.

As previously implied, the most immediately established reliable sources are those that are scholarly. Other sources can only be proven reliable after evaluation. Sources such as “Wikipedia” or other collaboratively unreferenced works should be used sparingly in graduate papers because they often cannot be verified. “Wikis are collaborative websites where anybody can edit and publish” (Konieczny, 2007). These should only be used if a student is instructed to use an unreferenced source (Konieczny).

Regardless of the topic of a graduate paper, devising research for relevant information to support one’s assertions is not all that is necessary. It is imperative to further investigate each resource to evaluate the usefulness, validity, reliability and credibility of the supporting information. If the proper steps are taken to qualify, evaluate, and reference each source, quality research papers prevail.

References

Konieczny, P. (January, 2007). Wikis andwWikipedia as a teaching tool. Retrieved September 21, 2007, from http://www.itdl.org/Journal/Jan_07/article02.htm

How I will be a Successful Graduate Student

Graduate School is a tool for a better future. I am not enrolled just to earn a piece of paper. In the words of Michael Flavin, my professor for Grad 703, “there are students and there are customers. Students come to learn the skills necessary to utilize their degrees post graduation; customers are just here to do the bare minimum to get the piece of paper and to add the degree to their resume” (M. Flavin, personal communication, September 6, 2007). It will not be easy. I know I will have to work very hard to grasp the concepts and complete the MCM program. I will do this by utilizing the many resources provided, along with my skills and strengths that I bring into the program. I will also push to strengthen my weaknesses, in order to be a true and successful “Student” of the Master of Communication and Marketing program.

Franklin University offers many on-site and online technologically-advanced resources to assist in the learning process. Their virtual tutorials help navigate the tools useful to completing and comprehending class assignments. They also offer online and on-location “Academic Success” workshops, to aid in areas of weakness or those of which there is uncertainty (http://www.franklin.edu/franklin/files/slc/workshopsched.pdf). When it comes to writing papers, they offer a service through the Student Learning Center that enables students to submit papers for review, in order to strengthen compositions and serve as a learning tool for future writing assignments. There is even a service on the library website called RefWorks that assists in the collection of references for papers, as you research various resources from the online library. I will take advantage of many of these resources, provided by Franklin, to enrich my graduate course work and enhance my understanding of each given assignment.

Resources will be utilized to support my class work, but my strengths will communicate my level of comprehension. I consider my writing to be my strongest academic skill. It has become clear in the past few weeks that I will be leveraging this skill often, in all of my graduate courses. My secondary strength of good interpersonal skills, combined with an aptitude for public speaking, will be employed often as well, knowing that many presentations are in my future. Finally, my tertiary strength, skills of visual communication, acquired by my undergraduate education and bachelor of fine arts degree, will most assuredly be exploited with personal and group presentations to enhance messages of meaning.

I do have an academic weakness that I would like to strengthen through my time at Franklin University. It is my hope that through learning new techniques, and lots of practice, that my reading comprehension skills will be strengthened. Reading has always been a struggle for me. I am very literate, however, it takes more time for me to read a page and truly comprehend all messages than it seems to take for most people. I attribute this to my mind’s tendency to run in many directions at a time, trailing off and consequently causing me to re-read something that I did not absorb. For this reason, it may take me longer for the reading portion of assignments. Knowing this, I will have to plan accordingly when scheduling time for class work during the week. It is my mission to find ways to improve upon this academic weakness.

The opportunity at Franklin, to learn and grow both personally and professionally in the area of communication and marketing, is vast. Recognizing the resources available to me will help me be successful in the Master of Communication and Marketing program. Through the utilization of these resources, combined with leveraging my strengths and striving to improve my weaknesses, I can maximize my opportunity of becoming a successful graduate student.

References
Franklin University (2007). Student learning center: workshop schedule. Retrieved September 22, 2007, from the Franklin University Website: http://www.franklin.edu/franklin/files/slc/workshopsched.pdf

What does life balance mean to you?

After working on one of the other assignments, the Personal Time Log, I've come to the conclusion that balancing our lives will really mean cutting out the parts that are not of top priority.

So, I'm curious. What aspects of your everyday lives have you eliminated, in order to better manage your work and school responsibilities?