Leading Human Resources: An Analysis (part 22)

Semantic Noise
by
Charles Lamson

In the context of communication, the perceptual process creates semantic noise, also known as word noise. Ogden and Richards (1949), in their classic text The Meaning of Meaning, created a triangle (see Figure 1) that shows:

When we speak, the symbolism we employ is caused partly by the reference we are making and partly by social and psychological factors---the purpose for which we are making the reference, the proposed effect of our symbols on other persons, and our own attitude.

When we hear what is said, the symbols both cause us to perform an act of reference and to assume an attitude which will, according to the circumstances, be more or less similar to the act and the attitude of the speaker.

Figure 1 Triangle of Meaning

Source: C.K. Ogden and I. A. Richards, The Meaning of Meaning (1949), p. 10.

We see or hear an object and then think about how to categorize or define the symbol or object, and we name that symbol or object. All of this occurs while we study the context of the situation, including who or what transmitted the symbol or object, deciding our relationship with the person or thing involved, checking our past experiences with the symbol or object, and many other things that go into the brain in a split second.

The bottom of the triangle has a dotted line showing that for most symbols or objects, there is no direct referent. Corporations would like to think that this is not true as evidenced by the amount of money spent to create logos or ideas so that customers  would immediately identify the name for a symbol or object. However, a yellow shaped "M" can still represent something other than McDonald's, a peace sign is not a rabbit head, and a ram's head can be a referent for the Rocky Mountains instead of Dodge. Very effective symbols, frequently repeated, can be quickly identified. An octogonal red sign with a white stripe around the border with large white letters that spell S-T-O-P does the job most of the time.

Problems occur when one of two conditions is present. If there are multiple referents for a symbol or object, a follower may use one that the speaker did not intend to be used. An executive may urge the organization to become more efficient. What does efficient mean? Faster? Better output? Less time off? More cost-effective? Followers may interpret the executive's remarks as a signal for future layoffs, although the executive was urging watching the expenses to avoid future layoffs---one simple word, two opposite interpretations.

A classic example of too many referents was experienced by Chevrolet when it marketed the Nova in Spanish-speaking countries. Nova in Spanish means, "No go," which not only shows semantic noise, but also shows a direct relationship to sales.

The second way that semantic noise may occur is when there is no referent for a symbol or object. The music associated with "Intel Inside" is widely known. However, if a person is not computer literate, the music has no referent. A person joins a new company. The slang, terms, and abbreviations used in the company must be taught to the new employee or semantic noise will occur.

Jay A. Conger, of Mcgill University, reinforces the need for careful word selection, use of paralanguage (see Figure 2), and nonverbal behavior to inspire others. Leadership is more than having technical and conceptual skills; leadership involves capturing the hearts and minds of followers.

Figure 2 What Is Paralanguage?

Conger cites the well-known story of two stonemasons to support his view of the motivational aspect of leadership. When one of the stonemasons was asked what he was doing, the reply was: "I am cutting stone." When the other mason was asked, his reply was: "I am building a great cathedral." Leaders must build "great cathedrals" with their communications. Conger's guidelines for more expressive, inspirational leadership include:

1. Craft your organization's mission statement around the basic deeply held values, beliefs, and societal purposes of the organization.
2. Use  key elements of the organization's culture, e.g., stories, analogies, metaphors, when you are communicating the mission into action.
3. Use rhetorical techniques such as paralanguage and nonverbal behavior.
4. Show your emotions to reflect your personal feelings and concern.

Conger summarizes his views of the leader as a communicator: "It is important that . . . leaders see their role as 'meaning makers.' They must pick from the rough materials of reality to construct great pictures of great possibilities. . . .  If you, as a leader can make an appealing dream seem like tomorrow's reality, your [employees] will freely choose to follow you."

The last couple parts of this analysis has looked at external and internal noise. Effective leaders need to understand that they cannot influence others if the message they are sending is interrupted or disregarded due to these common factors. Leaders must create the appropriate environment to diminish external noise and clarify terminology to decrease internal noise. Once this is accomplished leaders will be able to meet two key goals in the communication process: influence and effectiveness. The leader can measure the influence of the communication through the amount of action or change in the receiver caused by the message. The fit between the message received and the readiness of the receiver to accept it will determine whether the leader exerts positive or negative influence. Effectiveness can be evaluated by how closely the influence of the message reflects the intentions of the sender: In other words, is the receiver influenced in the manner intended by the leader? Effectiveness, therefore, is a measure of reception coupled with understanding.

Communication is much more difficult when there is a difference of opinion between employee and supervisor than there is when they agree. Laura Carrol has developed a program for employees to use when they wish to communicate a problem to an employer or coworker to get a negative situation resolved. The series of steps she has outlined concern effective communication. Foremost is the idea of creating a thought process that fosters an understanding of what the problem is and how best it can be resolved. She suggests that the employee see the problem from the other person's point of view and make certain that the "facts" of the situation are true from both viewpoints. If this can be done, then there exists a level, nonjudgmental, playing field from which solutions can arise without hurt feelings and misgivings. This is what the communication process is all about: respect for yourself, your ideas, and those of the other person. The key for an effective leader to accomplish these goals is to be aware of their own internal noise and the role it can play with their own listening abilities.

Leaders spend more time communicating than doing any other single activity, yet studies show that many have not had a great deal of training in developing their ability to communicate effectively. Research also shows that people spend about 45 percent of their communication time listening. Even so, the average listener understands and retains only about half of what is said immediately after a presentation. And within 48 hours, this level drops off to 22 percent.

*SOURCE: MANAGEMENT OF ORGANIZATIONAL BEHAVIOR: LEADING HUMAN RESOURCES, 8TH ED., 2001, PAUL HERSEY, KENNETH H. BLANCHARD, PGS. 302-305*

end