Tuesday’s COMM 1321 Class Notes

Announcements:

  • Extra Credit: It’s homecoming week. Attend one activity and get 5 points extra credit. If you help build the COMM parade float and walk in the parade, you will get an extra 15 points.
  • Thursday’s class will be in the library.
  • Today’s class will be short because I have a meeting to attend. My apologies.
  • Next week, you will do your informative speeches.

Key Words From This Chapter: compromise, descriptive statement, emotional intelligence, “I” language, organizational climate, problem-oriented messages, social intelligence, workplace dignity , “you” language

Emotional Intelligence Quizzes:

https://globalleadershipfoundation.com/geit/eitest.html

https://online.campbellsville.edu/business/emotional-intelligence-test/

Take one. Do you agree or disagree with the results? Why is emotional intelligence appropriate for business?

Two recent examples of this:

  • Spotify CEO’s interview in Fast Company: https://www.fastcompany.com/90205519/spotifys-playlist-for-global-domination
  • Linux creator Linus Torvalds apologizes for being a dick all these years: https://www.fastcompany.com/90237651/linux-creator-linus-torvalds-apologizes-for-being-a-dick-all-these-years
    • His open letter: https://lore.kernel.org/lkml/CA+55aFy+Hv9O5citAawS+mVZO+ywCKd9NQ2wxUmGsz9ZJzqgJQ@mail.gmail.com/
      • This is my reality. I am not an emotionally empathetic kind of person and that probably doesn’t come as a big surprise to anybody. Least of all me. The fact that I then misread people and don’t realize (for years) how badly I’ve judged a situation and contributed to an unprofessional environment is not good.This week people in our community confronted me about my lifetime of not understanding emotions. My flippant attacks in emails have been both unprofessional and uncalled for. Especially at times when I made it personal. In my quest for a better patch, this made sense to me. I know now this was not OK and I am truly sorry.

What are the main concepts of emotional intelligence? Compare these concepts to Gibb’s supportive climate.

Here are two videos about Gibb’s supportive climate:

Video 1: Skip to 1:38.

Video 2:

 

    • Discuss similarities and differences between the two concepts. Ask students to explain how emotional intelligence and confirming climates contribute to organizational functioning.

Exercise 2: Offering Constructive Feedback

This is important for this class because you will critique your fellow students. You have to construct messages that are problem-oriented (focused on solving the problem) rather than person oriented (controlling) and to confirm rather than disconfirm coworkers.

Procedure:

      • Ask students to recall situations when they have used disconfirming language or when someone has spoken to them using disconfirming language. What were the consequences?
      • Together with the class, revise disconfirming statements into confirming messages, using the guidelines from the text.
      • Distribute a list of disconfirming statements (see sample below). Groups of students will then revise the statements into confirming statements. Point out to students that they might need to change the content of the message slightly to turn a disconfirmation into a confirming statement.

Here’s the list of nonconfirming statements to use:

    1. It’s about time you showed up.
    2. You don’t care about me. You are inconsiderate. You never make time to call me.
    3. You’re so inconsiderate.
    4. Your idea is dumb as hell.
    5. You just expect me to clean up after you.
    6. If only you would help me when I need it.
    7. You’ve done a lousy job on this report.
    8. You spend money carelessly and don’t watch the budget.
    9. You had better start multitasking, or you’ll be out looking for a new job.
    10. Why don’t you ever have the supplies set up on time?
    11. You are so difficult to deal with.
    12. You care more about school than you do your friends and family.

Class Discussion: Ask students which characteristics of Gibb’s supportive climate were most helpful during this exercise. Find out what difficulties students encountered in revising the statements. Inquire whether they prefer the revised versions. If so, why? If not, why not?

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