Communication Teams. Functions of Communication Control Motivation Emotional expression Information.
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Transcript of Communication Teams. Functions of Communication Control Motivation Emotional expression Information.
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CommunicationTeams
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Functions of Communication
Control Motivation Emotional expression Information
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Sender Encoding Channel Decoding ReceiverMessage
Feedback
The Communication Process
Message Message Message
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Communication Channels
Formal channels are established by the organization and transmit messages that are related to the professional activities of members
Informal channels are spontaneous and emerge as a response to individual choices
Personal and social messages
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Interpersonal Communication
Oral Written Non-verbal
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Oral Communication
Advantages Speed Feedback
Disadvantages Potential for distorted
message Content at destination is
different from the original
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Written Communication
Provide a tangible and verifiable record
Can be stored for an indefinite period of time
Physically available for later reference
Well thought-out, logical, and clear
Time consuming Lack of feedback No guarantee how
reader will interpret it
Advantages Disadvantages
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Non-verbal Communication
Two most important messages that body language conveys are:
(1) the extent to which an individual likes another and is interested in his views
(2) the relative perceived status between a sender and receiver
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Non-verbal Communication
Intonations Facial expression Physical distance
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Computer-aided Communication E-mail Instant messaging Intranet and Extranet links Video-conferencing
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Instant Messaging Fast and inexpensive
means for managers to stay in touch with employees
No delay, no in-box clutter of messages, and no uncertainty as to whether the message was received
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Knowledge Management
Process of organizing and distributing an organization’s collective wisdom so the right information gets to the right people at the right time
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Knowledge Management
Provides an organization with both a competitive edge and improved organizational performance
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Knowledge Management Intellectual assets are now as important
as physical or financial assets As baby boomers begin to leave the
workforce, there’s an increasing awareness that they represent a wealth of knowledge that will be lost if there are no attempts to capture it
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Barriers to Effective Communication Filtering Selective Perception Information Overload Gender Styles Emotions Language
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In an ever-increasing global economy, everyone needs to communicate….
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A Cultural Guide
1) Assume differences until similarity is proved2) Emphasize description rather than
interpretation or evaluation3) Practice empathy4) Treat your interpretation as a working
hypothesis
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Cultural Context
High-context cultures - rely heavily on nonverbal and subtle situational cues when communicating with others
Low-context cultures - rely essentially on words to convey meaning
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Communication and cultural competency
Communication is the sole process by which humans acquire and transmit their individual cultures (Jianglong Wang)
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Communication and Cultural Context (Edward Hall) High-context cultures
- rely heavily on nonverbal and subtle situational cues when communicating with others -e.g., Mexico
Low-context cultures - rely essentially on words to convey meaning e.g., England
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Consider these facets of communication Martin Gannon (2001) wrote a book about cultural
metaphors that he believes represent 23 nations in the world. e.g., “this is a team made in heaven”
"Do you like the class? " the Chinese English-speaker often responds with: "I think so." To the Chinese, this response is a very positive one; yet, to the American, the response is lukewarm. Both the use and comprehension of this particular comment in this situation require some contextual knowledge. (Jianglong Wang)
Understand not just the language but the cultural processes. This means having the knowledge of when to say what to whom, and the appropriate manner of speaking.
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Barriers to Effective Communication (Robbins) Filtering Selective Perception
(e.g., SI Theory) Information Overload Emotions Language/Lack of
cultural competency
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Teaching cultural competency Workshops to teach Japanese business
bows to Americans who go to Japan on business ventures. Japanese bows are more complicated than the
American handshake due to the various ways to bow on various occasions to people of different status and seniority.
Other useful examples?
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Guidelines (Robbins)
1) Assume differences until similarity is proved2) Emphasize description rather than
interpretation or evaluation3) Practice empathy4) Treat your interpretation as a working
hypothesis
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Implications for Managers
1) Use Multiple Channels for Communication
2) Use Feedback 3) Simplify Language 4) Listen Actively 5) Constrain Emotions6) Gain cultural
competency
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Old Woman? Or Young Girl? Hint: The old
woman’s nose is the young girl’s chin,
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Fundamentalattribution error – (evaluating others)
tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors
Self-serving bias – (evaluating self)
tendency for individuals to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck
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Shortcuts to Judging Others(Robbins) Selectivity - choosing bits of data depending
on the interests, background, experience, and attitudes of observer
Assumed SimilarityAssumed Similarity - perceptions of others more influenced by what the observer is like or thinks
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Shortcuts to Judging Others
StereotypingStereotyping - basing perception on group membership or association
Halo EffectHalo Effect - drawing a general impression on the basis of a single characteristic, such as intelligence, sociability, or appearance
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Communication Axioms Assume differences until similarity is
proved Emphasize description rather than
interpretation or evaluation Treat your interpretation as a
working hypothesis Practice empathy
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from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston
Cross Cultural Communication LaRay Barna identified 5 areas of potential
communication barriers Language Nonverbal communications (different or rude) Stereotypes Evaluation of good or bad High Levels of Stress
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Non-verbal Communication
Two most important messages that body language conveys are:
(1) the extent to which an individual likes another and is interested in his views
(2) the relative perceived status between a sender and receiver
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Non-verbal Communication
Intonations Facial expression Physical distance
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CAR Model
Context – What is the situation or context in which you observed the behaviour(s) you want to record or comment on.
Action – What did the person(s) you observed actually do. Be sure to separate this from your inference and beliefs
Reaction – How did you or other people respond to this action
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Computer Aided Communication “Communication in today’s organizations is
enhanced and enriched by computer-aided technologies” Robbins, pg 144
Do you agree? Email? IM? Others?
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Knowledge Management
Process of organizing and distributing an organization’s collective wisdom so the right information gets to the right people at the right time
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Knowledge Management
Intellectual assets are now as important as physical or financial assets
Provides an organization with both a competitive edge and improved organizational performance
As baby boomers begin to leave the workforce, there’s an increasing awareness that they represent a wealth of knowledge that will be lost if there are no attempts to capture it
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from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston
Cross Cultural Communication Culture Shock?
Familiar cues about how others are supposed to behave are missing or have a different meaning
Values that you consider good, desirable, beautiful and worthy are not respected by the host
Feelings of disorientation, anxiety, depressed or hostile
Dissatisfaction with new ways Socials skills do not seem to work any longer A sense that this will never go away.
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from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston
Cross Cultural Communication Stages in Culture Shock
Honeymoon Disorientation Irritability and hostility Adjustment and integration Biculturality
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from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press, Boston
Cross Cultural Communication It is always better to keep the peace than to
say what you think. Everyone should say what they believe. Which is correct?
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Groups
Two or more individuals, interacting and interdependent, who come together to achieve particular objectives
Formal or informal
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Four Types of Groups Command Task Interest Friendship
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Why Do People Join Groups?
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Basic Group Concepts
Roles Norms Status Cohesiveness Size Composition
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Roles
Psychological Contract Sets out mutual expectations
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Norms Acceptable standards of behavior
within a group that are adopted and shared by the group’s members
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Examples of Cards Used in Asch Study
X A B C
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Conformity and the Asch Studies Demonstrated that subjects conformed in
about 35% of the trials Members desire to be one of the group and
avoid being visibly different Members with differing opinions feel
extensive pressure to align with others
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Symptoms of Groupthink
Group members rationalize any resistance to their assumptions
Members pressure any doubters to support the alternative favored by the majority
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Symptoms of Groupthink
Doubters keep silent about misgivings and minimize their importance
Group interprets members’ silence as a “yes” vote for the majority
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Variables Influencing Groupthink Group’s cohesiveness Leader’s behavior Insulation from outsiders Time pressures Failure to follow methodical decision-making
procedures
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Groupshift Decision of the group reflects
the dominant decision-making norm that develops during the group’s discussion
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Jerry Harvey’s Story
What’s likely to happen? How was the decision made? Who wanted to go to Abilene?
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Abilene Paradox
Author: Harvey, Jerry B. Title: The Abilene paradox and other
meditations on management Published: Lexington, Mass. : Lexington
Books ; San Diego, Calif. : University Associates, c1988.
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Stages of Group Formation
Forming Storming Norming Performing Ending
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Forming
Creation of group Getting to know each other Developing expectations
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Storming
Establishing boundaries Who will lead/ control How will conflicts be settled
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Norming
Agree as a group to rules and limits Define what the task is Determine who will complete what parts Establish how influence/discipline will operate
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Performing
All ancillary components cleared away – now can focus on the task
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Ending
Not in every model Recognize the need to get closure when
things end
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Use of Outside Products Tools are useful, but the way of organizing
the world is the real value Self-Assessment, Organization culture and
MBTI from previous classes Today FIRO-B®
Other tools for decision making and change Using this approach to understand what your
are dealing with is essential to developing strategic organizations.
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Overview of FIRO-B®
Developed by Will Schutz. Was originally created as a means to select submarine
crews. Concerned about motivation to engage in social
behavior. Decided that these motivations were derived from
needs. Instrument owned and published by Consulting
Psychologist Press.
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The FIRO-B® Model Three basic interpersonal needs
Need to be a part of the group –
Inclusion
Need to be in control of the situation and others –
Control
Need to be liked and feel close to others -
Affection
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The FIRO-B® Model Not simply the need but what you do with it.
There are two types of need:
Those you show to others, that can be observed by people watching you –
expressed
Those that you are aware of but typically do not show - Need to be in control of the situation and
others – wanted
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FIRO-B® Scoring Put the data into a matrix with the need across the
top and the expressed vs. wanted on the side.
Inclusion Control Affection
expressed eI eC eA
wanted wI wC wA
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FIRO-B® Scoring
• Low = I do this or respond this way occasionally and selectively.
• Medium = I do this or respond this way usually and with many people.
• High = I do this or respond this way very frequently and with almost everyone.
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Groups Evolve Through Particular Stages Along the Dimensions of:
Inclusion — early formation stage•Where do I fit in?•Do I want to be in or out?•How committed will I become?•How committed is our leader?
Control — mid-development•Competition for leadership.•What is the method for decision making?•How will power be distributed?
Affection How close shall I get if the group exists over long period of time?
Inclusion — Control — Affection
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Inclusion Forming new relations, associating
with people Extent of contact and prominence a
person seeks
Expressed:
To what extent do I include other people in my activities (e.g., meetings, discussions) and get them to include me in theirs? Low – Quiet - Very reserved -Difficult to know
High – Engaging – Outgoing - Connected
Wanted:
How much do I want others to include me in their activities and invite me to participate?
Low – Private - Little concern for popularity -
High - Need for acceptance - Hate to be left out
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Typical Behavior for:
eI
HIGH
• Initiates contact
• Shows interest in others
• Likes to socialize
• Group-oriented
• Communicative
• Outgoing
LOW
• Appears reserved
• Seems restrained
• Fact-oriented
• Doesn’t like to chit-chat
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Typical Behavior for:
HIGH
• Fears being ignored or left out
• Likes to be included
• Is easily slighted
• Wants attention
• Concern for recognition
• Desires status
LOW
• Seems self-sufficient
• Appears self-reliant
• Likes to be alone
• Doesn’t care to socialize
wI
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Control Decision making, influence, and persuasion
between people Extent of power or dominance a person
seeks
Expressed:
How much control and influence do I exert over things? To what extent do I take charge and tell others what to do?
Low - Flexible - Little interest in power –Easygoing
High - Intense –Exacting - Dominant
Wanted:
How much control and influence do I want others to have over me? How comfortable am I with others telling me what to do?
Low – Independent - Rebellious - Prefers autonomy
High - Compliant – Dependent - Uncomfortable making decisions
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Typical Behavior for:
HIGH
• Likes to direct people
• Makes decisions readily
• Organizes self and others
• Seems confident
• Wants challenges
LOW
• Not power-oriented
• Non-directive
• Prefers not to supervise others
• Wants others to make their own decisions
eC
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Typical Behavior for:
HIGH
• Wants direction or guidance
• Concerned about rules
• Supports others
• Cooperative
• Methodical and orderly
• Wants structure
LOW
• Appears independent
• Works with, not for others
• Follows through on decisions
• Rejects structure
wC
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AffectionEmotional ties and warm connections between
people Extent of closeness a person seeks
Expressed:
To what extent do I act open, trusting, and caring toward others?
Low – Businesslike - Aloof - Rational
High - Caring – Warm - Reassuring
Wanted:
How much do I want others to act open, trusting, and caring toward me?
Low - Distant - Closed – Cautious
High - Considerate – Approachable - Sensitive
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Typical Behavior for:
HIGH
• Open and trusting
• Warm and friendly
• Expresses feelings
• Gives acknowledgment
• Shows support
• Shows encouragement
LOW
• Appears unfeeling
• Seems calm and aloof
• Appears objective and formal
• Appears unemotional
eA
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Typical Behavior for:
HIGH
• Wants to be liked
• Wants others’ trust
• Concern for approval
• Responds well to praise
• Easily hurt
• Takes criticism hard
LOW
• Appears guarded
• Not easy to know
• Can be direct and blunt
• Seems invulnerable
• Appears cool and rational
wA
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The Hawthorne Studies
Concluded that a worker’s behavior and sentiments were closely related
Group influences were significant in affecting individual behavior.
Group standards were highly effective in establishing individual worker output.
Money was less a factor in determining worker output than were group standards, sentiments, and security.
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Cohesiveness
The degree to which members of the group are attracted to each other and motivated to stay in the group
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Relationship of Cohesivenessto Productivity
Cohesiveness
Alig
nm
en
t o
f g
rou
p a
nd
o
rgan
izat
ion
al g
oa
ls
High Low
High
LowDecrease
inproductivity
No significanteffect on
productivity
Strong increasein
productivity
Moderate increasein
productivity
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How Can Managers Encourage Cohesiveness?
Make the group smaller Encourage agreement on
group goals Increase the time spent together Increase the status and perceived difficulty of
group membership Stimulate competition with other groups Give rewards to the group rather than
members Physically isolate the group
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How Size Affects a Group
Smaller groups are faster at completing tasks
Large groups are consistently better at problem solving
Increases in group size are inversely related to individual performance