Creating a Communication Climate
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Take a moment to consider your recent experiences as a member of a group. What emotions did you have when you were with the group? Did you feel defensive and concerned about what the other members thought of your ideas? Did you feel supported, even when you disagreed with other group members? Your answers to these questions describe the group’s communication climate, or the emotional tone established within the group (Gibb, 1961). Every group develops a communication climate, and that climate influences all aspects of the group—
The communication climate arises from the verbal and nonverbal messages group members exchange. For example, if members insult one another’s ideas, promise to handle a task and then don’t follow up, or gossip behind each other’s backs, they create a defensive communication climate. In such a climate, team members see the group as threatening (Forward, Czech, & Lee, 2011; Gibb, 1961). This can damage group cohesion.
In contrast, members of a group can create a supportive communication climate by exchanging respectful and supportive verbal and nonverbal messages. When groups communicate this way, team members focus on the ideas being expressed rather than the individuals expressing them (Forward et al., 2011; Gibb, 1961). Even during disagreements, members of the team strive to generate ideas that everyone can support instead of shutting down conversations or taking sides in the dispute. To learn more about dealing with disagreements productively, see the How to Communicate: Handling Complaints feature on pages 302–303.
You can provide leadership in a group by creating an open exchange of ideas among group members and encouraging constructive rather than destructive communication. For a comparison of supportive and defensive communication behaviors, see Table 12.1. To foster a supportive communication climate in a group, focus on mastering the behaviors described in the middle column and avoiding the defensive behaviors listed in the last column.
| SITUATION |
|
|
| A committee member argues against every suggestion for a fund- |
Uses descriptive language (“I” language, fact- |
Employs evaluative language (“you” language, judgmental statements)“You should quit being such a jerk.” |
| A study group member fails to complete the assigned chapter outlines. |
Takes a problem- |
Uses controlling messages (attempts to change or exercise power over the other person)“You need to do your work. If you don’t, you are out of the group.” |
| A team member wants feedback on sales presentation slides. | Forms cooperative messages (honest disclosure, relevancy)“They were good, but I find the amount of text on each slide to be overwhelming.” | Engages strategy (manipulation, dishonesty)“It’s great! Don’t change a thing before the presentation.” |
| A work colleague is complaining about another team member’s work habits. | Demonstrates empathy (active listening, responding with support)“I know you’re upset with Taylor; I’d be frustrated, too.” | Lacks concern (neutral viewpoint, apathy)“Look, Taylor’s just like that. Get used to it.” |
| A cousin is having trouble completing his portion of duties for a family gathering. | Conveys equality (mutual respect, open to feedback)“How are you feeling about your tasks? Would you like me to help out?” | Shows superiority (arrogance, closed to feedback)“Why do you have to be so helpless?” |
| A team disagrees about a meeting discussion topic. | Makes provisional assertions (open to alternatives, tentative statements)“I know things were pretty hectic at the end of the last meeting, but I thought we agreed to discuss Ella’s proposal tonight. What do you recall?” | Emphasizes certainty (rigid thinking, overgeneralizations)“I know what was said at the last meeting. We agreed that we would discuss Ella’s proposal tonight. This group is so forgetful!” |
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