Whetten
and Cameron defined supportive communication as the way to preserve or enhance
positive relationships while addressing a problem, providing negative feedback,
or while going through difficult situations. In addition to maintaining
relationships, supportive communication is also used to deliver messages
accurately (Whetten & Cameron, 2016). This is important in many
organizations: as work environments, relationships, and employee health are all
linked to the organization’s outcomes. In other words, treating employees
poorly leads to low productivity and efficiency in an organization (Seppala
& Cameron, 2015).
The
Cerner CEO email is one of many bad examples of communication, which can
potentially lead to a domino effect of problems. To avoid these problems,
leaders must follow the eight attributes of supportive communication (Whetten
& Cameron):
1. Congruent,
Not Incongruent
Despite the possibility of dissatisfied people, it is always
important to deliver honest messages with matching feelings. A real-life
example is how the Johnson & Johnson company handled the 1982 Tylenol
Crisis (Chicago Murders). They did not deny that the situation occurred at
their business, and they expressed their concerns on the safety of their
consumers. To regain consumer trust, the company announced and developed new
packaging and design of their products to reduce tampering from occurring
(Markel, 2014).
The Cerner CEO email shows the feelings of disappointment
and anger towards the managers, however the message on the problem-solving
process is unclear. With the lack of information, people can easily be
misinformed, and can potentially hurt relationships (Nosich, 2012).
2. Descriptive,
Not Evaluative
The Cerner email is purely evaluative, as it does not
provide any information about the problem-solving process. Although the CEO see
multiple problems occurring in the organization, it is likely from his or her
own perspectives. Many organizations
consist of many different departments, each having different roles and way of
thinking. For effective problem-solving, it is important to pinpoint the
problem by breaking down the problem all together and examine the details. This
is also known as Systems of Thinking (Nosich, 2012).
3. Problem-Oriented,
Not Person-Oriented
The email used the word “you” repetitively, which clearly
shows that the CEO is addressing the situation by person rather by problem.
This is very risky, as this can easily misinform employees. Again, every
department has their own way of doing and thinking things. If the managers of
the company were working as described, this can easily create a negative and
confusing work environment. To overcome this situation, the CEO must fully
evaluate the situation and include details about the problem(s).
4. Validating,
Not Invalidating
The CEO’s email did not have any form of validating
whatsoever. It is clear that the communication is one-way: as it demands the
managers to fix the problem, or they will be replaced. Again, for effective
decision making, it is important to have as much information, feedback, etc.
from all departments relevant to the problem. They all have different views and
tasks.
5. Specific,
Not Global
Again, with the lack of information provided, the CEO failed
to provide specific information. For instance, the CEO provided a list of
problems he or she sees without any reasonable explanation, and demands the
managers to resolve the situation. This can only lead to managers going in all
different directions, which can create further issues.
6. Conjunctive,
Not Disjunctive
The email provided some very rough ideas about what’s
occurring in the organization, but fails to add on further information. Because
of this, the email was more like a “for your information” rather than bringing
up important points to the situation.
7. Owned,
Not Disowned
As previously mentioned, the CEO uses the word “you”
repetitively in the email: fulling putting the blame on the employees with no
valid explanation. While each department has their own tasks, they need someone
to point them to the right direction. For this case, the CEO failed to do so,
which can cause misconceptions.
8. Supportive
Listening, Not One-Way Listening
Organizations are like a working machine: every department
in an organization has a role and must work together to accomplish things
effectively. For this example, the CEO is likely not gathering information from
other departments and solely making decisions based on his or her own
perspectives. Although organizations all follow the same main goal, every
department have different tasks and views, and may not always align with people
from other departments.
For
effective supportive communication, it is important to ensure that we are
honest, clear, and provide as much information while maintaining positive
relationships. As an academic advisor, maintaining relationships is critical,
as I need my students’ full cooperation to make effective advisement. While
it’s rare to come across difficult problems and unhappy students, I intend to
place myself in my “students’ shoes” when appropriate. This allows me to not
only gather additional information to my advisement, but it also help me
“translate” my advisement to the students. By explaining situations as a
student, this allows my messages to be delivered easier, and could potentially
reduce any stress the student is currently in. As a past and current student,
I’m also able to make personal connections with their situation, and can
express my feelings towards the situation. By expressing appropriate emotions,
tone, and body language, the student can also realize that I truly care about
them, and is always available to help (McDonald & Messinger, n.d.).
References:
Markel, H.
(2014). How the Tylenol murders of 1982 changed the way we consume medication.
PBS. Retrieved from http://www.pbs.org/newshour/updates/tylenol-murders-1982/
McDonald, N.,
& Messinger, D., (n.d.), The Development of Empathy: How, When, and Why.
Retrieved from
http://www.psy.miami.edu/faculty/dmessinger/c_c/rsrcs/rdgs/emot/McDonald-Messinger_Empathy%20Development.pdf
Nosich, G.D.
(2012). Learning To Think Things Through: A Guide to Critical Thinking Across
the Curriculum. Boston: Pearson Education.
Seppala, E.,
& Cameron, K. (2015). Proof That Positive Work Cultures Are More
Productive. Harvard Business Review. Retrieved from
https://hbr.org/2015/12/proof-that-positive-work-cultures-are-more-productive
Whetten, D. A.,
& Cameron, K. S. (2016). Developing management skills. Boston: Pearson
Education.
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