Theory of motivation and communication in the company

Among the factors that motivate, drive and sustain human behavior is Motivation Etymologically:

Motivation "motus", move "Put in motion" - Initially, motivation studied a "correct and unique" model to motivate the individual.

motivation-and-communication

Contemporary approaches reflect that motivation arises from the reciprocal action between the individual and the factors of the environment.

Motivation is the willingness to make a great effort to achieve the goals of the organization, conditioned by the capacity of the effort to satisfy some personal need.

Motivation Process

The requirement that personal needs be compatible and consistent with the goals of the organization is an inherent part of motivation.

1. THEORIES OF MOTIVATION.

Every man is motivated…..

We only have to identify the nature of their needs that an individual mobile has, so we cannot try to motivate everyone equally.

These needs are linked to the subject, they are non-transferable, they have a cyclical nature: that is, the satisfaction of one implies that another arises, and generally in a motivational environment, the search for new needs generates positive emotions.

Man moves according to the needs he has to satisfy. These are always increasing and often partially satisfied.

The same object can satisfy different types of needs and a need can be satisfied by different objects.

In other words, Motivation is an internal force developed in man from certain external impulses that allow him an action favorable to the fulfillment of objectives and goals.

The man, therefore, does not motivate himself and to achieve his efficient performance together with his personal satisfaction, he must be motivated.

The motivation originated by those needs of the human being:

Moods Needs

It is expressed in individual behaviors

Actions

“A man can be paid for his time, his presence, or the mechanical acts he performs to do his job. However, their enthusiasm, their initiative or their loyalty cannot be bought as these things must be earned ”.

Once the individual needs are known, the management can develop actions that tend to make the satisfaction of those needs coincide with the objectives of the organization.

When studying the phenomenon of motivation in individuals, it is necessary to analyze different theories that support and analyze its antecedents and manifestations:

MOTIVATION THEORIES

THEORIES OF THE SATISFACTION OF MOTIVATION OR THE “WHAT” OF IT.

They focus on the internal needs that encourage behavior, and through an effort to reduce or satisfy those needs, people will act in a certain way.

1. SATISFACTION theory:

A need represents a deprivation, it originates in man an impulse generally represented by tensions or impulses tending to satisfy that need, which entails the performance of actions or behaviors that are oriented towards the goal, finally producing a state of satisfaction of the original need.

1. Hierarchy of Needs Theory of Abraham Maslow

It proposes levels of hierarchy of needs, which begin with the Physiological and once resolved, those of Security, Social, Esteem and Self-realization appear in an ascending way.

From the human point of view, needs are manifested in an evolutionary and growing way

CHARACTERISTIC NEEDS

Physiological Survival, (food, room, clothing, sex)

Safety Stability, protection, safety and health

Social Acceptance, affection, affiliation, love, interaction

Esteem Self esteem, esteem of others, status, power, autonomy, competence, prestige, recognition.

Self-realization Achievement of our potential, personal development, satisfaction

Needs can be classified as Lower Order needs, and Higher Order needs in relation to the work environment and are manifested in obtaining satisfaction according to the primacy or preponderance of each type of need in the individual.

Some people will be satisfied in their work only with reaching the basic salary and normal working conditions, (if the predominant origin of their needs is physiological), while others will only be satisfied when challenging tasks or opportunities for advancement are assigned.

LEVEL OF NEEDS

ASPECTS RELATED TO THE WORK ENVIRONMENT

5.- SELF-REALIZATION.

Needs to feel fulfilled, create and use their abilities creatively.

Job challenge, creative job demands, advancement opportunities, job achievement.

4.- ESTIMATION.

Need to obtain appreciation from others, respect, prestige, recognition, self-esteem.

Position of another level, recognition of superiors, responsibility, importance of work.

3.- SOCIAL (Affiliation)

Need for love, affection, belonging, relationship with other people.

Compatibility with the group, friendships at work. Nice boss.

2.- SECURITY.

Need to feel safe.

Safety conditions at work, having safe work and additional benefits

1.- PHYSIOLOGICAL.

Almost all the basic needs of the human being.

Basic salary, normal working conditions.

Maslow perceives human motivations as a hierarchy of five needs ranging from basic physiological to self-actualizing. The prevalence of a need depends on your current situation and your most recent experiences and the higher ones do not appear while the lower ones are not satisfied

1. ERC theory. By Clayton Alderfer.

Theory of satisfaction of motivation that states that man strives to establish a hierarchy in his needs for existence, needs for relationships

Growth needs. If the effort to reach a level of need is frustrated, individuals will return to the lower level.

• Existence Needs (physiological, security) Relationship Needs (social). Growth Needs (recognition and self-realization).

1. The Need for Achievement: John W. Atkinson.

The way 1. Force of motive or basic need

It is released and used 2. Your hope of success

It depends on: 3. The value of the incentive attributed to the goal.

1. Mc Clelland's theory of needs

Accomplishment, power, and affiliation are three major motivational needs.

Need for realization

Drive to excel, to achieve relative to a set of standards, to strive for success.

Need for power

Desire to make others behave in a different way than they act naturally.

Affiliation need

Desire for close and friendly interpersonal relationships.

Relates:

David Mc Clelland indicates that a strong need for achievement, the desire to be successful or to excel in competitive situations is related to the way in which people are motivated to perform their work.

It is important for managers to identify the fittest person on the job as workers with high achievement needs succeed in engaging, satisfying, challenging, and complex jobs. They like vanity, autonomy, and feedback, while those with low need for achievement prefer situations of stability, security, and predictability.

1. Theory of the two factors of Motivation.

Its author, Frederick Herzberg, discovered that dissatisfaction and job satisfaction arise from two independent groups of factors.

The "hygiene or maintenance" factors and the "satisfying or motivating" factors.

Frederick Herzberg's Two Factor Theory

Motivating factors.

Achievement affect satisfaction

Recognition at work and rewards

Responsibility for performance

Progress

SATISFACTION - UNSATISFACTION AT WORK

- The factors that produce satisfaction or dissatisfaction are separate and distinct.

- A manager can eliminate dissatisfaction without necessarily producing satisfaction in his workers.

There are FACTORS that contribute to UNSATISFACTION in the worker, such as:

• Management policy Administration or supervision Relationships with supervisor Working conditions Salary and status Relationship with colleagues Relationship with subordinates Personal life Safety

LABOR UNSATISFACTION FACTORS

This theory does not take into account individual differences that can disorient the action of different factors in different people, since the needs vary between individuals and change constantly.

To better understand these concepts we will contrast the elements of the two Theories of Maslow and Herzberg

1. THEORIES OF THE PROCESS OF MOTIVATION.

They study the thought process through which people decide how to act. They include the capabilities of individuals, the perception of their own role, the understanding of the behaviors necessary for good performance, and expectations about the results of certain behaviors.

1. The theory of expectations.

It states that the effort to achieve a good performance is a function of the probability that the good performance can be achieved and the reward will be worth the effort made. The worker's behavior is manifested according to his interest in benefiting.

Motivation is determined by the relationship that individuals find between their efforts, achievements, and rewards.

The behavior being voluntary, workers do what they can, when they want.

It is based on 4 behavioral assumptions:

1. Behavior depends on a combination of forces between the individual and the environment. People make conscious decisions about their organizational behavior. People have different needs, desires, and goals. People choose from various behavioral options based on their expectations of outcome.

These proposals oblige management to:

1. Determine the rewards appreciated by each subordinate Determine the desired performance Make the level of performance achievable Link the rewards to performance Analyze what factors could counteract the effectiveness of the reward Make sure the reward is appropriate

1. The Theory of Equity.

It emphasizes the role that individuals' belief in the fairness or fairness of rewards and punishments play in motivation in determining their performance and satisfaction.

In other words, man's evaluation of the correspondence between what he contributes to work (effort or skill) and its rewards and compares them with the rewards that others receive for similar efforts.

According to the Theory of Equity they are presented at work.

Contributions

Rewards

Presence

Age

Experience

Skill

Social status

Effort

Personality

Performance

Salary

Promotions

Challenging Tasks

Marginal Benefits

Status Symbols

Conditions of Employment (Parking, Place of Offices, etc.)

Job Security

Responsibility level

1. The Theory of Goal Setting.

He argues that workers are thinking beings who strive to achieve their goals.

When these are specific and challenging, they function as motivating factors in individual and group performance and increase when subordinates participate in setting goals.

When goals are achieved, satisfaction and motivation increase. When goals are not achieved, work becomes frustrated and motivation drops.

Goal Theory

1. The greater the difficulty… The greater the specificity when defining the task… The greater the acceptance…

Feel capable, have the knowledge and the Skill

1. The greater the commitment…

(support from colleagues and supervisors)

1. The Theory of Reinforcement.

Formulated by BF Skinner.

It is based on the law of effort and states that behavior with positive consequences tends to be repeated, while behavior with negative consequences is not repeated.

Working conditions affect behavior and motivation in job performance.

Because behavior is a function of its own consequences, people learn to act to get or avoid something.

A process is given:

In other words, the voluntary behavior (response) of the subject to an event (stimulus) is the cause of specific consequences. If they are positive, the subject will tend to repeat them in the future, but if they are negative, she will tend to change her behavior in order to avoid them.

Behavior modification.

Use the theory of reinforcement to change human behavior.

For example:

Someone who is repeatedly late can be encouraged to change his behavior by praising him effusively when he is on time (change of consequences).

There are four methods of behavior modification.

1. Positive reinforcement: Use of positive consequences to encourage desirable behavior. Learning by cancellation: Behavior change to cancel unpleasant consequences such as criticism or bad evaluations. Extinction: Lack of reinforcement to stop a behavior. Punishment. Application of negative consequences to prevent or correct inappropriate behavior.

Systems focus on motivation in organizations.

The system, or total set, of forces acting on the individual must first be considered if their motivation and behavior are to be well understood.

This system consists of three groups of variables that affect motivation in organizations.

These variables are: individual characteristics, characteristics of the work, and characteristics of the work situation.

INDIVIDUAL CHARACTERISTICS - JOB CHARACTERISTICS - JOB SITUATION CHARACTERISTICS

1. Interests Attitudes (examples)

• Towards him I Towards work Towards aspects of the work situation

1. Needs (examples)

• Social Security Achievement Examples: Types of intrinsic rewards Degree of autonomy Amount of direct feedback on performance Degree of diversity of activities 1. Immediate work environment

a) Co-workers

b) Supervisor or supervisors

Organizational actions

a) Reward practices

- Rewards throughout the organization

- Individual rewards

b) Organizational culture

Individual characteristics: They are the interests, attitudes and needs that a person brings to the work situation. As people differ, their motivations are also different.

The activities at work: they significantly influence the motivation for daily activities.They are the attributes of the employee's activities and include the degree of responsibility, the diversity of activities and the degree to which the work meets the characteristics that satisfy the staff.. A satisfying job will motivate more than one that is not.

The characteristics of the work situation: They are factors of the individual's work environment.

The key variables of the labor situation, such as organizational, political and cultural action, have played a more important role in contemporary practice and have been subject to the climate of change influenced by multiple internal and external factors.

Motivation has to be a permanent and systemic process for an organization to be efficient.

No organization can be successful without the commitment and effort of its members. For what management must understand in motivation, the factors that channel and support the behavior of its members.

Interpreting individual needs and matching them with those of the organization becomes a challenge for effective organizational leadership.

As motivation is a managerial responsibility, it is mandatory to particularize in some essences of the work context:

There are managerial alternatives to motivate workers:

• Content and context of the work Supervision of professional quality System of non-financial incentives Increase respect for the public Increase self-esteem and professional Fair compensation and we will specialize in the

Basic principles of work motivation:

1. Workers are more efficient in their work if they know what is expected of them

a) set clear goals for each

b) make sure everyone knows their responsibilities

c) consistently rank managerial expectations

1. Workers improve their effectiveness and performance when they receive positive feedback and reinforcement in the performance of their work Managers can improve the work environment by removing barriers that limit motivation and produce dissatisfaction

a) definition of work teams

b) definition of the physical structure (offices)

c) clarification of incentives

1. Managers should help workers develop a “sense of accomplishment.” Job designations should show a balance between the worker's responsibilities and skills. Every job should offer opportunities for improvement. Managers should become promoters of the personal development of their workers The manager must influence the skill that their workers practice The motivation of workers is a managerial task.

We will observe some effective:

METHODS TO MOTIVATE WORKERS

• PERSONAL ADVISOR

It assumes that most problems arise from lack of:

1. Communication and misinterpretations Direct counselor: responds and gives suggestions Indirect counselor: listens, understands, and repeats their statements

• SENSITIVITY TRAINING

1. Small groups that meet to help members meet and interact with other T-Groups; small groups where the trainer does not define roles. They make it possible for people to learn to work in groups

• TRANSACTIONAL ANALYSIS

1. They are intended to change behavior by modifying interaction with others

• TEAM WORK

1. The purpose is to train individuals to assume collective tasks and responsibilities.

MOTIVATION TECHNIQUES AT WORK

1. Re - Job Design

Purpose: To combat the effect that bureaucratic work has on the worker.

Action: Toggle job content. Redistribution of work.

2. Rotation at work

Purpose: Reduce boredom and increase the knowledge that the worker has.

Action: Change the tasks performed by the worker during his first year of employment.

3. Job enrichment

Purpose: Reduce absenteeism and loss of human resources and increase productivity by encouraging participation.

Action: Share managerial responsibilities with employees, work groups that decide on the planning and distribution of work and breaks, participate in the job interview, etc.

Job enrichment

• Significant positions that represent a challenge Variety Provide more freedom to decide work issues Promote greater participation of subordinates Provide feelings of personal responsibility for their Tasks Ensure information to workers of the contribution of their areas to the Company Feedback on performance Involving them in the analysis and changes of aspects of job

4. Flexible time

Purpose: Increase self-management capacity and reduce direct supervision. Increase worker morale and commitments.

Action: Workers and supervisors coordinate work schedules and tasks to be accomplished.

Eg arriving early and leaving early, free time to attend to personal matters, time for personal matters.

- Money: Salary

Bonds

Stock option

Insurance

- Positive reinforcement:

motivate through

• Designing your work environment appropriately and praising your performance.

- Participation:

• Consultation with those affected "on the spot." Way to grant recognition.

• MANAGEMENT BY OBJECTIVES

Purpose: To give workers more freedom by emphasizing the fulfillment of tasks and / or objectives and not that people remain at work.

Action: Managers define concrete and measurable objectives and allow enough freedom to fulfill them.

Workers develop plans to realistically meet goals.

We also remember:

ACTIONS THAT MAY BE INITIATED IN THE MOTIVATION PROGRAMS IN THE WORK AREAS:

1. Guarantee individualized dissemination on the profile and scope of the Company and the need for a change of approach and mentality in accordance with it Ensure the fluidity of information mechanisms that guarantee feedback on the progress of actions Produce and communicate sufficient information so that the environment thinks about the company and becomes familiar with its image. Constantly transmit to the collective the philosophy of "wanting to do" and "doing well." Clarify the expected role of each group and worker in particular. Definition of the results parameters and performance that constitute the evaluation criteria of the tasks and actions. Assignment of tasks according to the possibilities, level of competence and possible motivational needs for each worker.Establishment of general objectives and tasks for the area and negotiation of the specific short-term of the workers Definition of the results and performance parameters that constitute the evaluation criteria of the tasks Individual assignment of challenging and interesting tasks Establish competence and public recognition for the agility in the response times of the members of the group. Implement work enrichment measures according to individual possibilities, ensuring autonomy, meaning of the task, identification with the results and feedback on performance. Comprehensive working conditions. Beautification of work areas and development of commitment actions of workers with a change of image.Establish symbols of belonging to the Company (identity manual, logos, service catalog, pullovers, caps, etc.) Identification in each area and workshop with uniforms or special symbols of the most qualified and best performing workers Constantly illusion the staff so that they feel proud of belonging to the organization and want to continue being useful Implement moral recognition as a form of personal feedback reinforcing positive and negative results Establish agreed material stimulation only as a reward for results obtained on agreed and duly controlled parameters. Establish the proposed salary for each position. Evaluate the possibilities and real results of managers and technicians for their placement in new functions.Dedicate official time to analyze the behavior styles and the organization's environment, taking timely corrective measures Ensure a climate of trust, respect and concern for people Practice and transmit an ethic that generates trust Design a training program oriented towards elevation qualification, quality of service and work with customers Train in sales and public relations for customer contact personnel Define quick diagnosis plans and offer of services for technicians and customer contact workers. Place Suggestion Boxes in the areas for workers to provide feedback to management and their own group.Dedicate periodic sessions of the Board of Directors and the Union to undertake concrete motivational actions according to the state of the organization's climate Identify the most important clients and visit them regularly to find out their needs and opinions and redesign the service offer. Strengthen the mobilizing role of the Union in the collective of workers.

Assessing other experiences is recommended, if they are positive.

LEARN TO MOTIVATE USING THE TECHNIQUES OF OTHER COLLEAGUES

1. Identify other managers with recognized ability to motivate workers.

a) Try to participate in meetings led by these people.

b) Talk to these managers to clarify doubts and identify strategies.

1. Develop a plan to implement these strategies with your workers.

a) Start with simple things

1. Review the achievements of the plan. Assess whether there has been improvement in your employees' motivation. Seek feedback on your innovations.

We have seen that each man is an institution in himself, therefore:

INDIVIDUALIZE YOUR MOTIVATION STRATEGY.

"Each individual values ​​rewards and incentives differently."

1) Make a record of each worker.

2) Anticipate a list of needs and rewards that you deem relevant to each.

3) Talk to your workers and develop a list of the needs and rewards they define.

4) Compare the lists and assess your level of sensitivity to the needs of your workers.

5) Observe your workers and modify the list according to the changes, and determine the appropriate time to reward them.

Planned efficiency levels affect worker performance.

How to establish the highest levels of efficiency in the performance of your workers?

1) Evaluate skills, experiences, training received, goals and performance.

2) Define the duties of each position and the highest level of efficiency.

3) Include additional goals that are challenging and achievable.

4) Discuss the new expectations with the workers.

5) Pay attention to the concerns and ideas of your workers.

6) Write the new objectives together with them.

7) Periodically evaluate progress.

8) Evaluate individual performance annually.

THE COMMUNICATION

We will move on to the study of communication and its influence on Interpersonal Relations.

Communication is the vital oxygen that allows organizations to breathe and achieve personal satisfaction of man.

It is a complex process, which works in two senses and which at the present stage constitutes one of the most important problems on the planet.

In order to optimize the Secretary-Executive-Environment relations, we will first analyze the technical essence of communication between any human being, and then we must carry out an introspection to check if the requirements and demands of good communication are present or at least planned on our part. before we start communicating.

We say that communication is a process.

COMMUNICATION PROCESS

This process allows a transfer of the sender of the message, who intends to convey a meaning using a code. It is worth clarifying that this code is nothing more than the written or spoken word, but that it carries an implicit burden that is added by the language, the language used, the culture and individual customs and even their mood and degree of positive affective impression negative in relation to the other person to whom it is addressed.

To the extent that the message is properly perceived and understood, it must trigger an action in the receiver, representative of the acceptance or denial of the content (decoding) of the received message.

While this action does not take place there is NO communication, only information; that is why we speak of a process in two senses.

It has a high importance in interpersonal relationships because many times we tend to react emotionally evaluating the communication received, from our point of view, and interrupting it before it ends; which constitutes one of the main communication barriers and source of conflict.

Interpersonal communication generates a chain of events:

Sometimes the communication is not received by the other party with the same meaning and content with which it was intended, because in the process the feelings, emotions and behavior exhibited by the issuer are mixed in their own frame of reference; which in turn are interpreted according to the interlocutor's frame of reference and to that is added the evaluation and the way in which the receiver perceives A and her own feelings, inferences and assumptions about A plus an evaluation of A's personality; which of course can affect the message sent, due to the appearance of:

Barriers in Communication or "Noises"

These barriers appear due to:

• Different perceptions Language differences Noise Emotivity Mistrust

So it is convenient to know the

TECHNIQUES FOR OVERCOMING BARRIERS IN COMMUNICATION

DIFFERENT PERCEPTIONS LANGUAGE DIFFERENCES

• Explain the message in a way that is understood by those with different points of view and experiences Explain technical or unusual terms Use simple, direct and spontaneous language.

EMOTIVITY DISTRUST

Perceive your own state of mind and see its influence on others before communicating an important message.

• Understand the reactions of others and prepare in advance to deal with them.Foster an environment of support, trust and security.HonestyFirmness and good intentionsCoherent actingPersonal example.

ADDITIONAL METHODS NOISE

• Redundancy Encourage the creation of an organizational feedback environment or culture Express empathy Eliminate it Avoid distracting environments If unavoidable, increase the clarity and strength of the message.

The communication process influences and determines the quality of the communication planning that we carry out. Therefore, we must know and apply:

TEN COMMANDMENTS FOR EFFECTIVE COMMUNICATION

1. Think with your head before speaking with your mouth. Reason what you want to say and why you want to say it before saying it. Adapt what you want to say to who is already listening to the situation. Remember that the way you say something is so important as what you say.Keep in mind that there is more communication than the ear receives, your body also says something and much more the gestures of the face.Talk taking into account the needs of the listener, so it is more likely that the message is remembered.

Get some “feedback” from the receiver to make sure the message is understood and accepted.

1. Think in terms of the long-term effect of the message on the listener and on the organization. Support their words, where possible, actions. Learn to LISTEN WELL.

We will insist on highlighting the difference or gap that usually appears between “what we want to say to another person” and “what that person really receives”

SCHEME OF THE LOSS OF "HEAD" IN A COMMUNICATION.

This graph clearly demonstrates how information is lost during the process between A and B and the elements influencing this distortion.

Going deeper, we can know the REQUIREMENTS TO ACHIEVE AN EFFECTIVE COMMUNICATION.

 Try to express the ideas you intend to communicate clearly and precisely.

 Use direct language, avoiding rambling and excessive gloating.

 Use a language adapted to the characteristics of the personality or people with whom you intend to communicate. Educate yourself as a receiver. To do this, you must be able to listen to your interlocutor. Educate your subordinates in this regard.

 Ask for clarification when necessary, never be left in doubt about something that is raised. Asking for clarification is not a sign of insufficiency.

 Never give orders left and right without knowing the reaction of the receiver to your decision. Check if they have understood. Remember that communication needs feedback.

 Know how to find suitable channels to transmit the message you want to send.

Communicating well requires training in:

TECHNIQUES TO FACILITATE INTERPERSONAL COMMUNICATION

Communication Planning.

1. What do I want to achieve as a result of this communication? (What response do I want from the receiver as a result of the message I send him) Do the receivers have the ability, motives, and power (not just authority) to respond to what I want to result from this message? Am I the right person? to obtain the required response or would it be appropriate to include a third person to improve communication? (the same message can get different responses if it is attributed to different origins). What resistance can they produce?

 The physical conditions of the receiver.

 Emotional state.

 The intellectual need.

 Past experience.

 Individual and collective objectives.

 Select the right individual at the right time.

Issuance of the Communication

 Get the receiver's attention (knocks, loud sounds, physical contact).

 Use a clear vocabulary that is understandable to the listener.

 Structure the content

 Adequate sound and timbre of the voice.

 Reiteration of the idea; arguing and exemplifying it and taking it from different angles so that most of it is fixed.

 Positive emotional disposition towards the receiver.

Information reception.

 Mastering distractions: looking for appropriate conditions.

 Anticipate what the speaker is going to say next.

 Identify the evidence available to the speaker, focusing on the argument of each idea, which guarantees more security to accept or reject the proposition.

 Periodically recapitulate what we hear, summarizing the fundamental points (every 5 minutes of talk, 10 seconds of summary) this doubles retention and understanding.

Ability to structure the contents:

Identify the structure of the interlocutor's content, which allows to delimit the essential from the non-essential.

Most common types of structures:

 Chronological (past, present and future)

 Spatial (application of ideas in different places)

 Presentation of the problem and its possible solution.

 Progressive (questions and answers to various questions of increasing complexity).

 Others (can be structured by taking note of the principles and facts indicated to the interlocutor)

Ability to maintain emotional control:

Mastering personal aversions to the speaker, his objective or his language or the way of presenting the subject.

 Establishing psychic distance (focusing on understanding their arguments).

 Making sure we understand what it says.

 Make the decision to repeat the hostile message.

Aspects to stimulate feedback.

1. Encourage subordinates by asking questions, disagreeing and speaking Choose what needs to be known for the good of the organization, pointing out their feedback zone Plan feedback sessions for activities or areas Use silence to stimulate feedback Observe non-verbal responses that sometimes show misunderstanding, dislike, etc. Ask questions that clarify the definition of terms to expand the information Use phrases or facial expressions that stimulate feedback such as:

 I see

 That is interesting

 Tell me more about it

 Do you believe?

 Repeat the last sentence

 I have understood well, what you want to say is…

We do not always have to communicate with the word, since there are other valid communication channels according to the purpose we pursue. When selecting them we can take into account that people retain and remember:

 10% of what they read

 20% of what they hear

 30% of what they see

 50% of what they see and hear

 70% of what they speak

 90% of what they do

So we must change the means of communication and not only speak, but also reinforce audiovisual messages and the participation of those involved to improve understanding.

Communication has two phases: Talk and listen, we need to learn their secrets.

THE ART OF LISTENING (ACTIVE LISTENING)

Knowing how to listen is an art, over time we have been prepared to speak correctly; but not for ACTIVE LISTENING. If we stop at the conformation of our organism, we will see that we have only one mouth and two ears, which indicates that we must listen more, however we generally hear but do not listen.

What is listening?

Listen carefully to what another person says. It means doing it ACTIVE, searching and concentrating on the content, paying attention to the words of the person communicating, avoiding distractions.

To respond to what we are actively listening to, we must:

 Be interested

 Encourage

 Ask

 Feedback (stake out)

 Recognize feelings

 Summarize

In these times many organizations develop massive training programs for their employees in the ability to listen, taking into account the ADVANTAGES it has for the operation of the organization by facilitating communication and conflict resolution.

ADVANTAGES OF KNOWING TO LISTEN

 Reduce tension

 Increase your power (Get more information)

 Helps to understand others

 You learn

 Encourage the cooperation of others.

 Facilitates negotiation and resolution of differences in criteria and conflicts.

 Projects an image of intelligence and respect in others.

 Increases the confidence of the interlocutor.

So why don't we listen?

Why:

 We are not interested in the subject that is being presented to us, (or) we consider that we are wasting time.

 We don't have time. Another more pressing issue needs to be resolved.

 Concerns about another matter, which takes away attention.

 Ours is the most important thing, they won't convince me, so… why listen to them?

 Impatience to contribute ideas. We are more aware of what we are going to say than of listening to other opinions.

We don't pay attention !!!

1. Stop talking!

(You can't hear if you are talking)

1. Make the speaker comfortable.

(Help him feel free to talk)

1. Show him that you want to hear.

(Look and act interested. Do not read their correspondence while they speak to you. Listen to understand rather than to reply).

1. Eliminate distractions.

(Don't get distracted by playing with pieces of paper, etc.)

1. Try to be empathetic with him.

(Try to put yourself in their shoes so that you can understand their point of view.)

1. Be patient.

(Spend plenty of time. Don't interrupt, etc.)

1. Keep your mood.

(An angry man takes the worst meaning of words.)

1. Be cautious with your arguments and criticism.

(This puts him on the defensive, or may set him up in a bad mood.)

(Don't argue: even when you win, you lose).

1. Ask questions

(This stimulates him and shows that you are listening, in addition, it helps to develop other themes)

1. Stop talking!

(This is the first and last. All the other commandments depend on it, you cannot be a good listener while you are speaking).

Interrupting others is one of the most common and destructive behaviors. Most people tend to have little awareness of how often and rudely they interrupt others, convinced that they have something more important than what the speaker was going to say… "

Edgar schein

The following rules are a guide for practicing the art of listening. In fact, they are the foundation for developing better listening habits.

TEN RULES OF THE ART OF LISTENING

THE ONE WHO LISTENS BADLY THE ONE WHO LISTENS WELL

1. Finding Areas of Interest Disregards boring subjects. Look for opportunities: Ask yourself: What does this mean to me? Evaluate the content Ignore if the form of expression is poor Evaluates the content and misses the expression.

III. Mastering feelings Tends to argue Does not judge until they have understood perfectly.

1. Listen to ideas Listen to data Listen to the essentials Be flexible Take too many notes Take too few notes. Uses 4 or 5 different systems, depending on the person who is speaking Active listening Does not make an effort She makes a lot of effort, shows activity in all her personality

VII. Avoid distractions. Easily distracted. Fight against distractions. She knows how to concentrate.

VIII. Exercising the mind Disregards difficult subjects, only attends to light and fun subjects Takes complicated subjects as an intellectual exercise

1. Keep an open mind React to emotionally charged words Interpret emotionally charged words and do not get caught up in them Take advantage of the difference between speed of thought and speaking When people who speak slowly, they are engaged in fantasizing Anticipate, mentally summarize, weigh evidence, listen “between the lines” according to the tone of voice.

NON-VERBAL COMMUNICATION:

Made up of looks, winks, smiles, frowns and body movements that convey meaning. In addition to the tone of voice, the emphasis of the words and the physical distance that also convey information.

What is the other doing while answering my question?

His gestures Alarm signals. The gestures can be explanatory, descriptive, encouraging, questioning. Hand gestures can reshape words thanks to the complementary support of movements.

His gaze Absence, distraction, interest, disinterest, falsehood.

Their expressions Indifference, annoyance, doubt, anger, boredom.

His voice Emotionality, susceptibility, enthusiasm, discomfort

His silences Reprobation, reflection, observation.

Their attitudes Conformity, affectation, embarrassment, pretense.

Their postures Inertia, dynamism, stillness, withdrawal, impatience

Her manipulations Crispation, shyness

His tapping Imitation, aggressiveness

Your skin reactions

Blush.

Joint observation of these manifestations of behavior helps to confirm the meaning of the interlocutor's communication.

For example: Internationally, even when people do not speak the same language, it is known that gestures mean:

 Raise eyebrow: disbelief

 Rub the nose: ignorance

 Cross your arms: Isolate yourself, protect yourself

 Lift shoulders: indifference

 Wink an eye: intimacy

 Tap with fingers: impatience

 Hitting your forehead: Forgetting something

Physical distance is a means that is also recognized as communicative. However, its interpretation depends on cultural values ​​about adequate personal space.

In Europe: an acceptable distance to stand before a person would be considered intimate in the United States.

Placing yourself too close to the interlocutor can be interpreted as sexual aggression or interest, while going too far can be taken as disinterest or dislike.

EMOTIVE CONTENT OF AN ORAL MESSAGE

In interpersonal communication it is important to:

 Recognize the complexity of the communication process.

 Recognize that each human being perceives and interprets communication according to their training, needs, emotions, values ​​and experiences.

Take them into account!

Verify that we have managed to transmit what we wanted and that the other person received it properly; it is achieved through feedback.

FEEDBACK

Process by which we discover if the message that was tried to convey is the one that was actually perceived. It is the behavioral response that has been generated.

The most powerful form of feedback is the human response because:

 Increase accuracy

 Instill the feeling of being understood

 Promotes rapprochement

 Sense of trust

 May increase defensive demeanor and guard position.

Feedback is most effective when:

 It is not requested unlike the one requested.

 It is descriptive rather than evaluative

 It is more behavioral than global

 It occurs immediately after a behavior takes place and not after a period of time.

 When it is more positive than negative.

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