Assessing Gibb's Supportive and Defensive Communication Climate: An Examination of Measurement and Construct Validity

Forward, G. L.; Czech, Kathleen; Lee, Carmen M.

doi:10.1080/08824096.2011.541360

Cited by 21 publications

(21 citation statements)

References 14 publications

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“…One purpose for this study was to empirically assess Gibb's model of supportive and defensive communication in a variety of employment contexts. Although the supportive-defensive communication construct is ubiquitous in interpersonal, small group, and organizational communication texts, there has been little empirical validation of the theory despite its iconic status (Forward, Czech, & Lee, 2011). This is the result of a 23-year gap between the publication of Gibb's 1961 article and the broad availability of an assessment instrument as well as the practitioner emphasis in early organizational communication scholarship (Redding, 1985).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, more than 20 years passed before Costigan and Schmeidler (1984) created and made available their measurement instrument which has been used more often in professional, rather than academic settings. For a full discussion of potential issues with the instrument, see Forward, Czech, and Lee (2011).…”

Section: Limitationsmentioning

confidence: 99%

“…In 1961, Jack Gibb published an essay that identified highly specific supportive and defensive communication behaviors predicated on his voluminous observations of small group member interaction. Gibb's communication construct has been applied to numerous communication sub-disciplines and is prevalent in communication textbooks of all types (Forward, Czech, & Lee, 2011). However, despite its popularity, Gibb's theory has generated only modest empirical investigation for two reasons.…”

Section: Introductionmentioning

confidence: 99%

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Communication, Leadership, and Job Satisfaction: Perspectives on Supervisor-Subordinate Relationships

Czech¹,

Forward²

2013

Studies in Media and Communication

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In an era when leadership is much studied and little understood (Tourish & Barge, 2010), and when job satisfaction has reached an all-time low (Gibbons, 2010), investigating factors that contribute to job and relationship satisfaction, as well as more effective leadership, becomes a critical task. This project asked 154 people employed fulltime to evaluate their work supervisor in terms of specific communication behaviors, perceived leader effectiveness, and their own levels of relational and job satisfaction. Gibb's (1961) theory of supportive and defensive communication provided the conceptual lens used to explicate the impact of communication behaviors on specific personal and organizational outcomes. Statistical analysis highlighted the discursive nature of workplace interaction by uncovering strong, predictive relationships between the positive behaviors of spontaneity and empathy and worker perceptions of supervisor effectiveness, relational satisfaction, and employee job satisfaction. Likewise, perceptions of supervisor leadership style are instantiated in these same communication behaviors suggesting that leadership is indeed a communication phenomenon. Last, t-tests revealed that supervisors rated higher in effectiveness and higher in relational satisfaction utilized all six of Gibb's supportive communication behaviors more, and all six defensive behaviors less, than their more negatively evaluated peers.

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Section: Discussionmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Communication, Leadership, and Job Satisfaction: Perspectives on Supervisor-Subordinate Relationships

Czech¹,

Forward²

2013

Studies in Media and Communication

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“…Altmışlı yılların başlarında Gibb (1961) iletişimi destekleyici ve savunmacı şeklinde sınıflandırmış (Alexander, 1973) sonra bu sınıflandırma örgütsel iletişim ikliminde iletişim türünü sınıflandırmak için kullanılmaya devam etmiştir. Teşvik edici ve anlayışlı bir ortamda serbestçe paylaşılan bilgilerin oluşturduğu (Forward, Czech ve Lee, 2011) destekleyici iklim-deki davranışsal karakterleri Gibb (1961) açıklama, sorun yönelimi, kendiliğindenlik, empati, eşitlik ve geçicilik şeklinde sınıflandırmıştır. Örgütte çalışanların bir tehdit algıladığı ya da hoşlanmadığı bir davranışla karşılaştığında sergilediği iletişimi savunmacı iletişim olarak nitelendiren Gibb (1961) savunma iletişim ikliminde ise değerlendirme, kontrol, strateji, tarafsızlık, üstünlük ve kesinlik olmak üzere altı çeşit davranışsal karakter olduğunu belirtmiştir (Al-Kahtani ve Allam, 2015).…”

Section: Dürüstlükunclassified

Okul Müdürleri, Öğretmenler ve Yardımcı Personelin Okullardaki Örgütsel İletişim İklimine Yönelik Görüşleri

Balli¹,

Önen²

2019

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Özİletişimin en yoğun yaşandığı örgütler arasında yer alan eğitim kurumlarında öğrenciler, öğretmenler, yöneticiler ve diğer paydaşlar sürekli olarak etkileşim ve iletişim içerisindedir. Okulların etkililiği için tüm iletişim kaynaklarının en verimli şekilde kullanılması gerekmektedir. Örgütte çalışanların örgütsel iletişim süreçlerine yönelik duygu, düşünce ve algılarından oluşan örgütsel iletişim iklimi eğitim örgütlerindeki iletişime yön veren etmenler arasında yer almaktadır. Bu araştırmada okul müdürleri, öğretmenler ve yardımcı personelin görev yaptıkları okullardaki örgütsel iletişim iklimine yönelik görüşlerini derinlemesine belirlemek amaçlanmıştır. Nitel bir çalışma olan bu araştırma 5 okul müdürü, 5 öğretmen ve 5 yardımcı personel ile gerçekleştirilmiştir. Veriler yarı yapılandırılmış görüşme tekniği ile elde edilmiş ve içerik analizi yapılmıştır. Araştırma sonucunda katılımcıların güven, açıklık (aşağı yönlü iletişimde), dinleme isteği (yukarı yönlü iletişimde) ve yüksek performanslı hedeflere dikkat boyutlarındaki paylaşımlarının daha açık ve olumlu, ortak karar verme ve dürüstlük boyutlarında ise daha kapalı ve olumsuz bir iletişim iklimini işaret eder yönde olduğu tespit edilmiştir.Anahtar Kelimeler: Örgütsel iletişim iklimi; okulda iletişim iklimi; örgütsel iletişim; örgüt iklimi * Abstract Schools are one of the organizations in which communication is most intense. Students, teachers, administrators and other stakeholders are constantly interacting and communicating in educational institutions. For the effectiveness of schools, all communication resources should be used in the most efficient way. Organizational communication climate, which consists of emotions, thoughts and perceptions ofthe employees about organizational communication processes, is one of the factors that shape the communication in educational organizations. In this study, it is aimed to determine the views of school principals, teachers and support staff on organizational communication climate in schools. The study group of this research, which is a qualitative study, was conducted with the participation of 5 school principals, 5 teachers and 5 support staff. Data was obtained by semi-structured interview technique and content analysis was performed. Findings suggest that the participants' ideas about trust, openness in downward communication, ability to listen in upward communication and attention to high-performance goals dimensions indicate more positive and open organizational communication climate when they indicate more negative and close organizational communication climate about joint decision-making and honesty dimensions.

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“…Refeudalization narratives in B&H seem to reflect some of the above features, such as social status based on ethnicity, political partisanship based on ethnic status, human relationships affected by such social status, communication modelled along ethnic linguistic lines, and a hierarchy reflected in omnipresent defensive communication (Forward, Czech & Lee, 2011) within families, in schools, organizations and the media, as well as in social practices such as traditional and political nepotism and other kinds of privatization of public office. This kind of discursive refeudalization could be tentatively viewed as 'first order' refeudalization.…”

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confidence: 96%

Secularizing the ideology of nationalism and nationalizing the ideology of secularism: a refeudalization of discourse in Bosnia and Herzegovina

Bogdanić

2013

Social Identities

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Assessing Gibb's Supportive and Defensive Communication Climate: An Examination of Measurement and Construct Validity

Cited by 21 publications

References 14 publications

Communication, Leadership, and Job Satisfaction: Perspectives on Supervisor-Subordinate Relationships

Communication, Leadership, and Job Satisfaction: Perspectives on Supervisor-Subordinate Relationships

Okul Müdürleri, Öğretmenler ve Yardımcı Personelin Okullardaki Örgütsel İletişim İklimine Yönelik Görüşleri

Secularizing the ideology of nationalism and nationalizing the ideology of secularism: a refeudalization of discourse in Bosnia and Herzegovina

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