Interpersonal Communication – Week 5, Macquarie University (Summarised Notes)

Interpersonal Communication: Overview

  • Course context: S1 2025, Week 5, Interpersonal Communication (Macquarie University). Material provided for individual study; sharing publicly may breach copyright. Key ideas to study include definitions, EI in communication, effective communication through behaviours, listening, feedback, non-verbal cues, and practical workplace implications.

  • Value statement cited: "The quality of our communication and the quality of our lives are directly related … Our lives are a direct reflection of the quality of the communication in them" (Orbe & Bruess, 2005, p. 6); paraphrased by Hargie (2011, p. 4) to emphasize interpersonal skills as central to social existence.

  • Schedule context (related activity): Student Experience Survey (SES) details included as part of the course materials, with participation dates, link, QR code, and prize information (e.g., chance to win $1,000); not core to interpersonal communication content but present for completeness.

What is Interpersonal Communication?

  • Definition (Solomon & Theiss 2013, p.5) [Figure referenced in slides]: Defining interpersonal communication.

  • Core definition (Manusove 2020, p. 104):

    • ”An interactive process that occurs between people as they exchange and create messages, collaboratively and interdependently, through an interwoven combination of verbal and non-verbal behaviour.”

  • Purpose/Outcomes of interpersonal communication:

    • Develop relationships

    • Enhance influence

    • Manage interactions

  • Summary framing: Interpersonal communication involves exchanging messages and building relationships through both verbal and non-verbal means.

EI in Interpersonal Communication

  • Role of Emotional Intelligence (EI) in effective interpersonal communication at work: EI components support the ability to regulate emotions, understand others, and collaborate.

  • Core elements highlighted:

    • Self-regulation: appropriate expression of emotion

    • Relationship management: ability to communicate effectively, build relationships, and work collaboratively

    • Self-awareness: recognizing one’s own emotions and the effects on actions, moods, and others’ emotions

    • Social awareness: understanding how others are feeling

    • Personal Competence vs. Social Competence (distinct but related):

    • Personal competence involves self-management of emotions; social competence involves handling social interactions effectively

  • Interpersonal communication perspectives (Social vs. Psychological bases):

    • Social competence (impersonal communication): based on general cultural/sociological knowledge (roles, norms)

    • Interpersonal communication: based on psychological knowledge (traits, feelings, attitudes)

    • Developmental perspective vs. Situational perspective

Emotional Labour

  • Emotional labour at work is linked to Social Competence within EI frameworks (Hochschild, 1983; Grandey, 2003).

  • Definition: Emotional labour is the practice of controlling your own behaviour to display the emotions expected to perform a job.

  • Visual/metaphor cues in slides (examples provided):

    • Surface acting: modify display of emotions to meet standards without changing inner feelings

    • Deep acting: attempt to modify inner feelings to match required display standards/expectations

  • Picture sources illustrate the organisational expectation and the display of appropriate emotions in service roles.

Benefits and Considerations of Emotional Labour at Work

  • Benefits (Social Competence outcomes):

    • Build rapport

    • Conflict resolution

    • Customer satisfaction

    • Leadership effectiveness

  • Caution/ambivalence: Emotional labour is a double-edged sword; potential negative outcomes for both the actor and the target (Mann, 1997, p. 8).

  • Real-world relevance: Emotional labour underpins many organisational communications but can lead to burnout or perceived inauthenticity if mismanaged.

Understanding Effective Interpersonal Communication

  • Central question: What makes for effective business and professional communication?

  • Foundational practice in this module includes: behaviours, listening, feedback, and non-verbal cues.

Through Behaviours: Assertiveness

  • Definition of assertiveness: the ability to express thoughts, feelings, and needs clearly and directly while respecting others’ rights.

  • Two key components of assertive behaviour:

    • Recognising and adapting your message to the motives/goals/experiences/needs of the other person and your own needs

    • Acknowledging the rights of you and the other person; based on high self-esteem and self-acceptance

  • Practical guidelines:

    • Use "I" statements

    • Be specific

    • Demonstrate other-orientation

    • Be prepared to compromise

  • Conceptual distinction: The basic difference between assertive and aggressive behavior lies in how words/behaviour affect others’ rights and well-being (quote from Sharon Anthony Bower on assertiveness).

Listening Effectively

  • Listening vs. hearing:

    • Hearing: physiological, passive, requires no energy

    • Listening: active, conscious, and complex process requiring engagement in selecting/informing, interpreting, responding, and remembering

  • Mindset/Context: Listeners must consider context, emotions, and process

  • Barriers to effective listening:

    • External (environmental): Message overload, message complexity, distractions

    • Internal (cognitive/psychological): Prejudgments, lack of effort, failure to adjust to different communication styles

  • Active listening framework:

    • Attending: remove distractions, create a conducive environment, maintain eye contact, use open body language

    • Encouraging and evaluating: provide support, reflect, ask open questions, paraphrase, use mirror statements, summarize

Feedback

  • Feedback as a core aspect of communication:

    • Constructive feedback attributes: specific, supportive, solution-oriented, timely

    • Destructive feedback attributes: vague, blaming, intimidating/pessimistic, untimely

  • Reflective prompts: Have you ever received feedback? Have you ever provided feedback?

  • Practical takeaway: Feedback functions as a connecting, continuing, or completing link in the communication process.

The Non-Verbal Cues

  • Argyle (1983) finding: non-verbal style has about five times more effect than verbal content; when verbal and non-verbal messages conflict, verbal content is often disregarded.

  • Non-verbal communication table referenced in slides (categories not enumerated in text here).

  • Hall’s distance theory (1966) used to categorize interpersonal distance; cultural differences influence personal space preferences.

  • Practical implication: Non-verbal cues often convey authenticity and emotional state more than words in many contexts.

Summary of Key Takeaways

  • Assertive people take responsibility for their actions and respect others’ rights.

  • Non-verbal communication can repeat, contradict, substitute, complement, or accentuate verbal messages; non-verbal channels often carry greater weight when signals conflict.

  • In workplace settings, feedback is essential for performance and acknowledgment; it serves as a crucial link in the communication loop.

  • Emotional labour is a functional part of many jobs but requires careful management to avoid negative outcomes; it relates to the broader concept of social competence.

  • The effectiveness of interpersonal communication hinges on a combination of assertive behaviours, effective listening, thoughtful feedback, and awareness of non-verbal cues.

Next Week Preview

  • Lecture topic: Communication in the Organisation

  • Guest Speaker: Berlin School of Economics and Law

  • Tutorial focus: Attend and Engage

Real-World and Theoretical Connections

  • Foundational theories referenced include:

    • Orbe & Bruess (2005) on communication quality and life quality

    • Hargie (2011) on the centrality of interpersonal skills

    • Manusove (2020) on the interactive process of interpersonal communication

    • Argyle (1983) on non-verbal influence; Hall (1966) on distance and personal space

    • Hochschild (1983) and Grandey (2003) on emotional labour

    • Mann (1997) on the double-edged nature of emotional labour

  • Practical relevance: The material links interpersonal skills to workplace outcomes such as leadership, customer satisfaction, and effective teamwork; ethical considerations arise around emotional display and authenticity in service roles.