CH-6-8 Developing Teamwork Skills – Human Relations: Interpersonal Job-Oriented Skills : Book Guide

This Document Contains Chapters 6 to 8 Chapter 6 Developing Teamwork Skills The purpose of this chapter is to present information and self-assessment and skill-development exercises that will assist the reader to develop teamwork skills. Being an effective team player is one of the most important sets of behaviors in the modern workplace. CHAPTER OUTLINE AND LECTURE NOTES A team is a small number of people with complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable. I. FACE-TO-FACE VERSUS VIRTUAL TEAMS All workplace teams have the common element of people working together cooperatively and members possessing a mix of skills. The broad purpose of a team is to contribute to a collaborative workplace in which people help each other achieve constructive goals. A. Face-to-Face (Traditional) Teams The best known work team is a group of workers who take over some of the responsibility for managing their own work. Members of a traditional team work together on an ongoing, day-by-day basis, thus differentiating it from a task force or committee. The team is often given total responsibility or “ownership” of an entire product or service, such as producing a telephone directory. Teams often rely less on supervisors and more on the workers assuming more responsibilities for managing their own activities. As with all teams, mutual trust among members contributes to team effectiveness. A study showed, however that if the members trust each other too much they many not monitor each other’s work. Face-to-face teams typically contain subgroups, with the members often being similar on a key attribute. Subgroups are more likely to be formed in larger teams. B. Virtual Teams Some teams conduct most of their work by sending electronic messages to each other rather than conducting face-to-face meetings. A virtual team is a small group of people who conduct almost all of their collaborative work by electronic communication rather than face-to-face meetings. Most high-tech companies make some use of virtual teams and electronic meetings. Strategic alliances in which geographically dispersed companies work with each other are a natural for virtual teams. With team members geographically dispersed, precise communications are all the more important for virtual teams. Another communication problem arises sometimes because office-bound members become jealous of the seemingly cushy setup enjoyed by the telecommuters. Establishing trust is a major challenge in a virtual team because the team members have to rely on people they never see to carry out their fair share of the workload, and to exchange reliable information. Trust is also needed in terms of what information should be shared outside of the team. Despite the efficiency of virtual teams, there are times when face-to-face (or at least telephone) interaction is necessary to deal with complex and emotional issues. Negotiating a new management-labor contract would be an example. II. THE ADVANTAGES AND DISADVANTAGES OF TEAMS AND TEAMWORK Teams, as well as groups in general, should not be regarded uncritically; they have both advantages and disadvantages. A. Advantages of Group Work and Team Work Group work and group decision making offer several advantages over individual effort. 1. Synergy. A group of knowledgeable people can bring about synergy, whereby the group's total output exceeds the sum of each individual's contribution. 2. Work Accomplishment and High Productivity. Without groups, including teams, an organization could not get its work accomplished. A major justification for relying on teams in the workplace is that under the right circumstances, they can enhance productivity and profitability. The right circumstances include an atmosphere that promotes teamwork, and financial bonuses for high-performing teams. 3. Acceptance and Commitment. Groups help gain acceptance and commitment. The argument is that people who contribute to making a decision will feel some ownership about implementing the decision. 4. Avoidance of Major Errors. Team members often critically evaluate each others’ thinking, thus avoiding major errors. In this way bloopers are often avoided. 5. Increased Job Satisfaction. Working in teams and other groups also enhances job satisfaction. Being a member of a work group makes it possible to satisfy more needs than working alone. Also, many people find that working in groups to be a natural way of life. B. Disadvantages of Group Work and Teamwork Group activity has some potential disadvantages for both individual and the organization. Some of these disadvantages serve as alerts for preventing problems. 1. Time Wasting. Teams and other groups often waste time because they talk too much and act too little. Committees appear to suffer from more inaction that teams. 2. Pressures toward Conformity. A major problem in groups is pressure toward conformity to group standards of performance and conduct that could hurt the organization. To be liked by coworkers, as well as avoiding conflict, a group member will sometimes agree with the opinion of other members. 3. Shirking of Individual. Responsibility (Social Loafing) Social loafing is the shirking of individual responsibility in a group setting. At their worst, groups foster conflict, with people bickering about matters such as doing a fair share of work. 4. Fostering of Conflict. At their worst, teams and other groups foster conflict on the job. Groups can become xenophobic, thus entering into conflict with other groups. 5. Groupthink A key potential problem is groupthink, a deterioration of mental efficiency, reality testing, and moral judgment in the interest of group solidarity. Groupthink is extreme consensus. Related to groupthink is the idea that groups often breed conformity in thinking and behavior. Two conditions are important for overcoming the potential disadvantages of teams and groups. First, the members must strive to act like a team. Second, the task given to the group should require collective effort instead of being a task that could be better performed by individuals. Figure 6-1 presents information about key factors associated with effective work teams and groups. III. TEAM MEMBER ROLES A major challenge in becoming an effective team member is to choose the right roles to occupy. A role is a tendency to behave, contribute, and relate to others in a particular way. According to the role theory developed by Meredith Belbin, there are nine frequent roles. 1. Creative problem solver (creative, imaginative, and unorthodox, but may ignore fine details). 2. Resource Investigator (extroverted, enthusiastic, and communicates freely but can be overly optimistic). 3. Coordinator (mature, confident, and a natural team leader but might be seen as manipulative and controlling). 4. Shaper (challenging, dynamic, and thrives under pressure but can be easily provoked and may ignore the feelings of others). 5. Monitor-evaluator (even tempered, engages in strategic [big picture and long term] thinking, and makes accurate judgments but might lack drive and the ability to inspire others). 6. Team worker (cooperative, focuses on relationships, and is sensitive and diplomatic, but can be indecisive in a crunch situation or crisis). 7. Implementer (disciplined, reliable, conservative and efficient, but can be inflexible and slow to see new opportunities). 8. Completer-finisher (conscientious and anxious to get the job done, but can be a worrier and reluctant to delegate). 9. Specialist (single-minded self-starter, dedicated and provides knowledge and skill in rare supply, but can be stuck in a niche with little interest in other knowledge and may dwell on technicalities). The weaknesses in the first nine roles point to problems the team leader or manager can expect to emerge, and therefore an allowance should be made. Also, team members will sometimes engage in self-oriented roles—focusing on their needs instead of the needs of the group. Students should not be concerned about overlap in the above roles. Instead, they should pick and choose those roles most appropriate for the situation. IV. GUIDELINES FOR THE INTERPERSONAL ASPECTS OF TEAM PLAY Effectiveness as a team player can be enhanced by understanding the skills, actions, and attitudes required to be an effective team player. A convenient method for classifying team activities in pursuit of goals is people-related versus task-related. A. Communicate Frequently and Assertively Communicating frequently and assertively contributes to good team play, and both verbal and nonverbal communication are important. Research suggests that one reason may people find it difficult to communicate in small groups is that if we think other members are smarter, our problem-solving ability is suppressed a little. B. Trust Team Members The cornerstone attitude of an outstanding team player is to trust team members including the leader. Working on a team is akin to a small business partnership. Trusting team members also includes believing that their ideas are technically sound and rational until proven otherwise. C. Display a High Level of Cooperation and Collaboration Cooperation and collaboration are synonymous with teamwork. Collaboration at a team level refers to working jointly with others to solve mutual problems. Achieving a cooperative team spirit is often a question of making the first move. Another way of attaining good cooperation is to minimize confrontations. D. Recognize the Interests and Achievements of Others A fundamental tactic for establishing oneself as a solid team player is to actively recognize the interests and achievements of others. Let others know that you care about their interests. Be prepared to compliment any tangible achievement. E. Give and Receive Helpful Criticism The outstanding team player offers constructive criticism when needed, but does so diplomatically. A high-performance team demands sincere and tactful criticism among members. Use the time-tested principle: Attempt to criticize the person’s work, not the person. Criticism works both ways, so the effective team player is willing to accept helpful criticism. F. Share the Glory An effective team player shares praise and other rewards for accomplishment even if he or she were the most deserving. Shared praise is usually merited to some extent because teammates have probably made at least some contribution to the achievement that received praise. G. Take Care Not to Rain on Another Person's Parade We all have achievements and accomplishments that are sources of pride. Belittling the achievements of others for no legitimate reasons brings about tension and anger. Suppress your feelings of petty jealousy. V. GUIDELINES FOR THE TASK ASPECTS OF TEAM PLAY The task aspects of team play also make a key contribution to becoming an effective team player. A task aspect usually has interpersonal consequences. A. Provide Technical Expertise (Or Knowledge of the Task) Technical refers to the intimate details of any task, not just tasks in engineering, physical science, and information technology. To be used to advantage, the expertise must be shared. The technical expert must be able to communicate with team members in other disciplines who lack the same technical background. An analysis of 22 studies found that team performance is enhanced when team members share information not commonly shared by all team members. B. Assume Responsibility for Problems The outstanding team player assumes responsibility for problems. If a problem is not yet assigned, he or she says, "I'll do it." C. See the Big Picture Effective team players need to think conceptually, or see the big picture. The team leader who can help the group focus on the broader purpose plays a vital role. D. Believe in Consensus A major task-related attitude for outstanding team play is to believe that consensus has merit. Consensus is the general acceptance by the group of a decision, including a willingness to support the decision. E. Focus on Deadlines People vary in their attitudes towards the importance of deadlines. Keeping the group focused on deadlines is valuable because meeting deadlines is vital to team success. F. Help Team Members Do their Jobs Better A person's stature as a team player will increase if he or she takes the initiative to help coworkers make needed work improvements. Identify a problem a coworker is having, and then suggest alternatives he or she might be interested in exploring. G. Be a Good Organizational Citizen A comprehensive way of carrying out the task aspects of team play (as well as relationship aspects) is to help beyond the requirements of your job description—organizational citizenship behavior. Two studies showed that organizational citizenship behavior is even more important when people depend on each other to accomplish a task. Current research supports the importance of team processes among 147 different samples of workers. The major conclusion was that teamwork processes are positively associated with both team member performance and satisfaction. A person can still be competitive and a strong individual performer while being a productive group member. It is possible to take ownership and pride in your own work, and still take the time to cooperate with team members. QUESTIONS FOR DISCUSSION AND REVIEW 1. What do executives really mean when they say that “business is a team sport”? Answer: Executives have in mind, quite correctly, that most results in a work environment achieved are by people interacting with each other in a cooperative, coordinated manner. It is difficult to attain good results in business working independently. 2. Identify a few experiences most people have in high school, and post-secondary school that make working in teams a natural experience for them. Answer: Most people have been members of a sports team or club at school, an experience that provides a natural opportunity to work in a team. Furthermore, many classroom experiences such as in-class group and out-of-class projects represent working in teams. 3. Many futurists have predicted that soon most work will be conducted remotely (such as from home, coffee shops, and c-working sites), with a minority of people working in company offices. What impact will this development have on teamwork? Answer: If the majority of workers of the future work remotely, teamwork is likely to suffer. Although conscientious remote workers can maintain teamwork via an extra emphasis on electronic communication including phone calls and videoconferencing, the limited human contact will limit teamwork for the majority. Sharing the same physical space, and taking breaks together, are strong forces for building teamwork that are absent in remote work. 4. How do team members know when they have achieved synergy? Answer: Team members would know they have achieved synergy when it is apparent to them that something substantial has been accomplished that they could not have achieved working independently. Each member might think, "I could never have produced this myself." 5. What should the other team members do when they uncover a social loafer? Answer: A starting point would be for several, or all, the other members to discuss their perceptions of his or her social loafing with the loafer. If confrontation and problem-solving does not work, the manager to whom the team reports might be asked to intervene. 6. How can the monitor/evaluator role backfire for a person? Answer: The monitor/evaluator would have to be intelligent to critically review the work of others. As stated in the text, this type of person might lack the drive and ability to inspire others. Furthermore, this type of person might be viewed as having an auditor’s mentality of checking up on the work of others. 7. Assume that you are a team member. What percent of your pay would you be willing to be based on a group reward? Explain your reasoning. Answer: A student who was highly committed to teamwork might be willing to go with a high percent of pay being based on team performance. Companies that use a combination of individual and group incentives are likely to allocate about 10 to 20 percent of incentive pay on group performance, and the rest individual performance. I would be willing to have around 20-30% of my pay based on a group reward. This percentage balances individual contribution with collective success, motivating teamwork while still recognizing individual performance. It encourages collaboration without heavily impacting personal compensation if the group outcome is unfavorable. 8. Many retail companies, banks, and medical offices require customer-contact employees to wear the same uniform. In ways might these uniforms enhance teamwork? Answer: The uniforms become a symbol of working on the team, and symbols can shape attitudes. Uniforms also enhance identification with the team because all team members share something important about appearance. The possibility also exists that the uniforms could enhance pride, leading to more feelings of teamwork. 9. A number of companies have sent employees to a team building exercise in which they prepare a gourmet meal. Why would preparing a gourmet meal help build teamwork? Answer: Preparing a gourmet meal provides a shared experience of significance for team members. As a result they have something in common to relate, and are more likely to bond with each other. Equally important preparing the meal requires considerable cooperation, particularly because the participants usually need to share skills. Asking each other questions about how to carry out certain activities also enhances cooperation. 10. How can a person achieve individual recognition yet still be a team player? Answer: A strategy for achieving individual recognition in the context of being a team player is to be an outstanding contributor to the team. One approach would be to contribute outstanding alternatives during group problem solving. It also helps to tactfully inform key people outside the group of your accomplishments. ANSWERS TO CASE QUESTIONS Leah Puts on her Team Player Face This case illustrates the challenges of attempting to be perceived as a team player even when the team member really is and wants to be a good team player. 1. How effective do you think Leah’s initiatives are in helping her develop a reputation as a strong team player? Answer: Leah is trying hard to develop her reputation as a team player, but she has to guard against appearing a little contrived. For example, her donut initiative was not so well received. Bringing in baked cookies might be more acceptable because it is more personal and does not appear to cost as much as store-bought donuts. 2. If you were Leah’s supervisor how would you react to the e-mails she sent to the group? Answer: Leah’s supervisor might think that she is overstepping her bounds because it should be the supervisor’s responsibility to manage unbalanced workloads within the group. It might have been better for Leah to inform her supervisor that she was willing to take on extra work when she could spare the time. Leah’s coworkers would have been appreciative of Leah’s effort without her appearing to have taken over part of the supervisor’s role. 3. What advice would you offer Lean to help her advance her reputation as a team player? Answer: Leah is taking useful initiatives to be a good team player, but she might have to be more subtle. Leah should also consider some of the guidelines for contributing to both the interpersonal and task aspects of team play covered in this chapter. Two of many examples would be finding ways to recognize the interests and achievements of others, and helping team members do their jobs better. Trevor Speaks Freely This case illustrates how a team member who spots potential problems in proposed courses of actions might be regarded as a poor team player. 1. What is your evaluation of Trevor as an effective team player? Answer: Some students will perceive Trevor to be a poor team player because he readily finds fault in the suggestions of teammates. Yet, others will perceive Trevor to be a good team player because he is trying to prevent the group from making major errors. Trevor's effectiveness as a team player can be evaluated based on his communication skills, reliability, and collaborative spirit. If he actively contributes ideas, supports colleagues, and meets deadlines, he would be seen as highly effective. Conversely, any lack of engagement or communication issues could hinder his effectiveness. 2. Which team member roles does Trevor appear to be occupying? Answer: Trevor appears to be occupying several team member roles. He is a monitor-evaluator because he is quick to see big-picture problems in the suggestions offered during the meeting. Trevor also slips into the shaper role as he challenges what others have said. In addition to these two roles offered by Belbin, Trevor plays a supportive role because he compliments the parts of the ideas that he thinks are valuable. 3. How should have Elizabeth dealt with Trevor’s objections during the meeting? Answer: Elizabeth should acknowledge Trevor’s objections without rejecting them in order to be fair. Trevor is not being unruly; he appears to think that he has valid objections to several of the suggestions offered during the meeting. COMMENTS ABOUT QUIZZES AND EXERCISES Self-Assessment Quiz 6-1: Team Player Attitudes A benefit of this self-assessment quiz is that it may point toward areas for development if one is to become an outstanding team player. Self-Assessment Quiz 6-2: Team Member Effectiveness This quiz is useful in specifying a representative set of behaviors and attitudes important for contributing to a team. Taking the quiz will help the student think through what is expected from a good team player. Self-Assessment Quiz 6-3: The Conformity Quiz Students are likely to enjoy reflecting on how much conformity to group and team norms they display. A topic worth of exploration is whether people are defensive about being labeled a conformist. Many people like to conform but not so many people want to be perceived as a conformist. Self-Assessment Quiz 6-4: Team Player Role A benefit of this self-assessment quiz is that it may help sensitize the student to the importance of playing positive roles within the group. Skill-Building Exercise 6-1: Team Member Roles An important feature of this exercise is that it challenges the diagnostic skill of students. To be successful in this exercise, students should carefully study the various roles before watching the role players and making observations about the roles. Skill-Building Exercise 6-2: The Scavenger Hunt Although this exercise might appear frivolous, students can be counted on to conduct it in a serious manner yet still have a few laughs. A lot of the humor depends on how outrageous the items are on the list. My experience is that the exercise leads to sensible comments about cooperation, but does not lead to great revelations. It is helpful to discuss jobs for which trust in the cooperation and physical capabilities of teammates is extraordinarily important. Examples include mountain climbers, divers, and fishers who take out after dangerous prey while being tethered to the boat. Skill-Building Exercise 6-3: Habitat for the Homeless An advantage of this activity is that it showcases the importance of teamwork. Many students will enjoy the activity because they believe strongly in supplying housing for the homeless. However, they may need prodding to make astute comments about the level of teamwork displayed. My experience has been that the vast majority of students participating in this exercise find it to be socially relevant, and their positive attitudes are displayed in the quality of their output. Interpersonal Relations Role-Playing Exercise: Elizabeth Wants More Cooperation from Trevor A significant aspect of this role play is that the student who plays the role of Trevor is likely to experience conflict. He believes strongly in his critical assessment that relocating the office to downtown is a poor idea. As a result he may experience group pressure to conform to the team’s way of thinking. A notable point is to watch whether the team gangs up on Trevor to make him feel like an outcast, or if they display support and encouragement. Chapter 7 Group Problem Solving The purpose of this chapter is to present practical information about group problem solving, thus enabling the reader to contribute more effectively to group decision-making. Group problem solving requires considerable interpersonal skill. CHAPTER OUTLINE AND LECTURE NOTES Groups solve many key problems in organizations. Part of having high level interpersonal skills is the ability to work closely with others in solving problems and making decisions. I. RATIONAL VERSUS POLITICAL DECISION MAKING IN GROUPS Group decision-making is the process of reaching a judgment based on feedback from more than on individual. Two different approaches to group decision-making are the rational model and the political model. The rational decision-making model is the traditional, logical approach to decision making, based on the scientific method. The search for optimum results is based on an economic view of decision-making—people hope to maximize gain and minimize loss. Each alternative is evaluated in terms of how well it contributes to the goals involved in making the decision. The political decision-making model assumes that people bring preconceived notions and biases into the decision-making situation. Self-interest may block people from making the most rational choice. People who use the political model may operate on the basis of incomplete information. Sometimes it is difficult to determine if a decision maker is being rational or political, such as the example about the lack of a 13th floor in most hotels. II. GUIDELINES FOR USING GENERAL PROBLEM SOLVING GROUPS Group decision making frequently leads to better acceptance of the decision and stronger commitment to the implications of the decision. A recent study found that groups featuring the right kind of internal dynamics perform well on a variety of tasks, suggesting the presence of collective intelligence that surpasses the problem-solving ability of individual members. Collective intelligence is associated with the average social sensitivity of group members, members taking turns talking, and a higher proportion of women in the group. A. Working through the Group Problem-Solving Steps When team members get together to solve a problem, they typically hold a discussion rather than rely on a formal problem-solving technique. A more systematic approach would be to use the following steps: 1. The Problem-Solving Steps. The following guidelines represent a time-tested way of solving problems and making decisions within a group. Step One. Identify the problem. (What is the underlying problem?) Step Two. Clarify the problem. (Group members should see the problem in the same way.) Step Three.. Analyze the cause. (The group must understand the cause of the problem and find ways to overcome the cause.) Step Four. Search for alternative solutions. (The alternative solutions chosen will depend on the analysis of the causes.) Step Five. Select alternatives. (Identify the criteria that solutions should meet, and then discuss the pros and cons of the proposed alternatives.) Step Six. Plan for implementation. (Decide what actions are necessary to carry out the chosen solution to the problem.) Step Seven. Clarify the contract. (Restate agreements on what to do and deadlines for accomplishment.) Step Eight. Develop an action plan. (Who does what and when to carry out the contract) Step Nine. Provide for evaluation and accountability. (After the plan is implemented, reconvene to discuss progress and hold people accountable for results that have not been achieved.) 2. When to Apply the Problem-Solving Steps. The steps for effective group problem solving are best applied to complex problems, not straightforward problems of minor consequence. 3. The Importance of Collective Efficacy. How well a group solves a problems depends on the characteristics of an effective work group outlined in Figure 6-1. Also important is collective efficacy, a group’s belief that it can handle certain tasks. (Note that collective efficacy refers to confidence, whereas collective intelligence has to do with actual ability.) A group with high efficacy will apply effort to the task and sustain the effort. B. Managing Disagreement about Group Decision Making The idea is to manage disagreement so the decision-making process does not break down, and dissenters are not squelched. A study of 43 product development teams found that disagreement about major issues led to positive outcomes for team performance under two conditions: The dissenters have to feel they have the freedom to express doubt, and doubts were expressed collaboratively rather than contentiously. A study about hiring pilots for long-distance flights found that when groups disagreed over who to hire, there was more information sharing. Strong disagreement also led to more intense discussion. C. Aiming for Inquiry versus Advocacy in Group Decision Making Inquiry involves looking for the best alternative. Advocacy is fighting for one position. Decision makers who care more about the good of the firm are the most likely to engage inquiry. An inquiry-focused group carefully considers a variety of alternatives and collaborates to discover the best solution. III. GUIDELINES FOR BRAINSTORMING When the organization is seeking a large number of alternatives to the problem, brainstorming is often the technique of choice. Brainstorming is a group problem solving technique that promotes creativity by encouraging idea generation through non-critical discussion. Brainstorming is used both as a method for finding alternatives to real life problems and for creativity training. Ten rules for brainstorming are worth considering: 1. Begin with a goal, usually stated in the message inviting people to participate in the session. 2. Group size should be about five to seven people. 3. Everybody is given the chance to suggest alternative solutions. 4. No criticism is allowed. 5. Freewheeling is encouraged. 6. Quantity and variety are very important. 7. Combinations and improvements are encouraged. 8. Notes must be taken during the session by a person who serves as the recording secretary. 9. Invite outsiders to the brainstorming session. 10. Do not over-structure by following any of the ideas too rigidly. A widely-accepted suggestion for brainstorming effectiveness is to have diverse group members diverse in such ways as age, sex, race, experience, education, and functional background. The diversity contributes to different perspectives. Physically stimulating environments, including natural light, also enhance brainstorming. A useful perspective on brainstorming is that the process really involves establishing and attaining a series of goals. Brainstorming by individuals working alone is referred to as brainwriting, and typically produces more useful ideas than does working in a group. IV. GUIDELINES FOR THE NOMINAL GROUP TECHNIQUE A leader sometimes need to know what alternative solutions are available to a problem and how people would react to them. The nominal group technique (NGT) has been developed to fit the situation. The NGT is a group problem solving technique that calls people together in a structured meeting with limited interaction. Group discussion, however, does take place at a later stage in the process. The nominal group technique uses a five step decision process. 1. Generating ideas. Participants write down their ideas, working independently 2. Recording ideas. Ideas are recorded without discussion at this point. 3. Discussing ideas. Each recorded ide is discussed to determine clarity and importance. 4. Voting on ideas. The votes are tallied to identify the ideas that are rates highest by the entire group. 5. Selecting the highest ranking alternative. The moderator records and then adds the scores on the tally sheet, thereby selecting the most favored idea. V. USING STAND-UP MEETINGS TO FACILITATE PROBLEM SOLVING Problem solving and decision making can sometimes be improved by conducting meetings while standing up instead of sitting down. Some people are more alert when standing, and most people do not want to stand for too long so they reach a decision quickly. UPS makes frequent use of stand-up meetings of 180 seconds duration. Google uses standup meetings for dealing with complex, technical problems. A study with the Lost on the Moon exercise suggested that people make decisions more quickly when standing up, without sacrificing decision quality. VI. USING E MAIL AND COLLABORATIVE SOFTWARE TO FACILITATE GROUP DECISION MAKING Appropriate use of e-mail and collaborative software (or groupware) can facilitate interaction among team members and group decision making, while at the same time minimize the number of meetings. Such use of e-mail and collaborative software makes virtual teams possible. A. Using E-Mail to Facilitate Meetings By using e mail, team members can feed important information to all other members of the team without the old-fashion ritual of entering a meeting and passing around handouts. An advanced use of e mail is to distribute word¬ processing documents as well as spreadsheets and graphics. Using e mail, a group can cut down substantially on the amount of time they would have to spend in a group meeting. They might even be able to eliminate a group meeting. Much of the nominal group technique can be conducted through e mail. For example, team members could send their ratings and explanations to each other electronically. A caution is that the use of e mail too far can inhibit rather than enhance group decision-making and teamwork. If people communicate with each other almost exclusively by e mail, the warmth of human interaction and facial expressions is lost. Winks, shared laughter, and smiles all facilitate group effort. B. Using Collaborative Software and Social Platforms to Facilitate Group Problem Solving E-mail and electronic brainstorming rely on groupware. (collaborative software is technology designed to facilitate the work of groups.) The various electronic approaches to group decision making have been labeled social platforms because they function in the same manner as social networking websites. Social platforms encourage collaboration. At its best, groupware offers certain advantages over single-user systems. For example, groupware can make communication faster, clearer, and more persuasive; enable telecommuting; reduce travel costs; and facilitate group problem solving. Another example of groupware is a shared whiteboard that allows two or more people to view and draw on a shared drawing surface even when they are at a distance. Despite all the potential benefits of groupware, the system will break down unless all parties involved use the software successfully. VII. SUGGESTIONS FOR BEING AN EFFECTIVE MEETING PARTICIPANT Except for when using collaborative software, group problem-solving involves face-to-face meetings. One study showed that the more meetings accomplishment-oriented workers attended, the worse they felt about their jobs and the lower their feelings of well-being. When meeting participants conduct themselves in a professional, task-oriented manner, meetings might be more productive. A few suggestions for being an effective meeting participant follow: Arrive prepared; arrive on time and stay for the entire meeting; do not be a hog or sit silently; use constructive nonverbal communication; avoid sidebar conversations; offer compromise solutions when needed; and use data to support your opinion. VIII. CULTURAL FACTORS AND GROUP DECISION MAKING Cultural factors can influence the acceptance of group problem solving and decision making. The stereotype is that three sets of differences in cultural differences in workplace attitudes and behaviors relate to how well workers are willing to share decision making. 1. Acceptance of unequal distribution of power in institutions and organizations. (When workers think managers should have more power, they are more hesitant about group decision making.) 2. The degree to which a country is aggressive versus nurturing. (Aggressive societies are less prone to group decision making.) 3. The degree to which a society is individualistic versus collectivistic. (Collectivistic people take naturally to group decision making.) ANSWERS TO QUESTIONS FOR DISCUSSION AND REVIEW 1. In this age of advanced communication technology, why bother having face-to- face problem-solving groups? Answer: Face-to-face problem-solving groups still play an important rule in this age of advanced communication technology. Among the reasons are that (a) building on the ideas of each other is easier face-to-face than electronically, (b) arriving at compromises solutions is easier face-to-face, and (c) nonverbal communication helps people know how well their ideas are being received. As mentioned in the text, the ultra high-tech firm Google uses face-to-face problem-solving groups to work on improving its search results page. 2. Many successful entrepreneurs, including the late Steve Jobs at Apple Inc., made most the big product decision by themselves. So why should you worry about developing skills in group decision making? Answer: It may be true that a handful of brilliant entrepreneurs make most product decision by themselves, but almost every organization, for-profit or not-for profit, makes a large number of group decisions. Consequently, unless a person founds a business and is an autocratic leader, he or she will spend considerable time making group decisions. 3. Which personality characteristics described in Chapter 2 do you think would help a person be naturally effective in group problem solving? Answer: The person who is agreeable would be more willing to work with others in solving problems. Being extraverted would gravitate a person toward the type of interaction necessary for group problem solving. Self-monitoring also makes a contribution because a person who tells other people what they want to hear would tend to be willing to accept the different points of view helpful for group problem solving. Consensus could therefore be more readily achieved. Being conscientious would facilitate a person making an honest contribution to the group, and doing whatever homework was required 4. Give an example of how knowledge of the team member roles presented in Chapter 6 could help you be a better contributor to group problem solving. Answer: Knowledge of team member roles would be directly helpful in being a better contributor to group problem solving. For example, recognizing the importance of the creative problem solver role would remind a person of the importance of contributing imaginative ideas to the problem-solving session. Another example is awareness of the monitor-evaluator role would prompt a person to offer justified criticisms of solutions offered to problems. 5. Identify several problems on or off the job for which you think brainstorming would be effective. Answer: Brainstorming is ideally suited to generating alternatives to problems not calling for complicated solutions, yet such problems should not be excluded. Problem situations especially suited for brainstorming include, identify new markets for a product, making product or service improvements, developing a theme for a party, or identifying new ways of meeting people for dating. Be aware, however, that even sophisticated technical companies use brainstorming extensively. The new name chosen for the MSN search engine, Bing, was a product of brainstorming. In contrast to our favorable comments about brainstorming many researchers dismiss its relevance. 6. What is your opinion of the importance of the physical setting (such as sunlight and refreshments) for stimulating creative thinking during brainstorming? Answer: Recent opinion suggests that sunlight, food, and beverages enhance brainstorming. Considering that brainstorming takes place so often in a windowless conference room, the observations about sunlight are important. The physical setting plays a significant role in stimulating creative thinking. Sunlight and refreshments can enhance comfort and energy levels, fostering a more relaxed and open mindset. A pleasant environment helps reduce distractions and promotes a positive atmosphere, which can lead to more effective brainstorming and idea generation. 7. Identify two work related problems for which the nominal group technique is particularly well suited? Answer: Complex problems involving many potential choices are good candidates for the nominal group technique. Among such scenarios are deciding on which plant or office to close, where to relocate a company facility, developing a fund raising campaign, or choosing which piece of capital equipment to purchase. 8. How would you deal with a suggestion made during a brainstorming group that you thought was outrageously stupid? Answer: According to the rules of brainstorming, one should not react negatively to any idea perceived to be outrageously stupid. A polite approach would be to wait until the editing phase of brainstorming begins, and then pose a couple of questions about the feasibility of the idea. Many students will probably mention that they will give a nonverbal response to the bad idea, such as rolling the eyes or scratching the head. 9. How can a team leader apply collaborative software to help the group become more productive? Answer: The team leader can enhance group productivity with collaborative software through such means as collecting information quickly, and reducing the number of face-to-face meetings. A team leader can use collaborative software to enhance productivity by facilitating real-time communication, file sharing, and project management. Tools like shared calendars, task lists, and discussion boards keep everyone aligned and informed. This streamlines workflows, improves coordination, and allows for efficient tracking of progress and deadlines. 10. How might groupthink (described in Chapter 6) interfere with the quality of decision made in a group? Answer: Groupthink is often a major impediment to group decision making because a bad decision might be accepted for the purpose of attaining consensus. At the same time, the decision that proves to be ineffective is not subject to critical analysis during the group decision-making process. 11. What annoys you the most about how some people conduct themselves in problem-solving meetings of any type? What changes in behavior would you recommend? Answer: The answer to this questions depends a lot on such factors as what the student interprets as rudeness, as well as his or propensity for solving problems quickly. Today many people find it rude that meeting members consult their smartphones, including texting, and laptop computers during a meeting. Yet in some companies such electronic distractions are acceptable, and even encouraged. A major source of annoyance for some people is how some members go off on tangents during a meeting. In the distant past, people would delay meetings as they fiddled with their pipes while pondering answers to a question. Most of these meeting behaviors could be modified by self-discipline. What often annoys me is when individuals dominate discussions or dismiss others' input. This behavior stifles diverse perspectives and slows problem-solving. I recommend encouraging balanced participation, actively listening, and fostering an inclusive environment where everyone's contributions are valued. This approach can lead to more effective and collaborative solutions. ANSWERS TO CASE QUESTIONS Pet Groomers on Wheels Get Into a Huddle This case illustrates a how group problem solving and decision making might be applied to a positive problem in business. 1. Does the problem facing the owners of Pet Groomer on Wheels seem suited for going through the steps for group problem solving? Or, what other problem-solving technique would you recommend? Answer: Investing business profits is a serious and complex problem, so a systematic approach is highly recommended. One of the challenges is so many alternatives exist for investing money, and choosing a good alternative makes a big difference. 2. Take the problem of what to do with Pet Groomer profits through the group problem-solving steps, even if you have to make assumptions about some of the data for the steps. Answer: Going through the problem-solving steps, might proceed as follows: 1. Identify the problem. Pet Groomer has $85,000 in cash in a checking account which is usually a departure from investing the money prudently. 2. Clarify the problem. The group members need to see that Pet Groomers could be earning more money with the accumulated profits. 3. Analyze the cause. The cause of this positive problem is that the group has not paid attention to managing its cash surplus. However, if stocks and bonds have been declining in value during the period in question, perhaps no real problem exists. 4. Search for alternative solutions. Dozens of alternative solutions exist as described in any investment primer. Among the alternative investments for the profits are stocks, bonds, CDs, investing in gold, investing in real estate, or doing nothing to avoid the risk of a decrease in the value of the accumulated profits. 5. Select alternatives. Among the decision criteria here would be a suitable return on investment yet avoid the risk of all the hard-earned profits disappearing. Another criterion might be to earn money on the profits in a manner that does not require a lot of time, such as managing real estate. Perhaps the group will choose a standard solution such as investing 60 percent of the money in stocks, and 40 percent in bonds and cash equivalents. 6. Plan for implementation. The actions necessary might include meeting with an investment advisor inside or outside the bank. Completing the paperwork necessary for making the investments might be part of the implementation. 7. Clarify the contract. One or two of the group members might be assigned the task of meeting with an investor advisor and or sales consultant. Having two people invest the money through an on-line broker could also be part of clarifying the contract. 8. Develop an action plan. The action plan in this case is quite close to clarifying the contract. Two members of Pet Groomers set a date for making the investments. 9. Provide for evaluation and accountability. The group might meet in six months to see how well the investment is performing, and specifically if the profits from the investments are acceptable. 3. Compare the conclusion you reach in response to question 2 with the conclusion reached by other individuals or groups within the class. Answer: A moderating factor in how close the decisions are to each other might be the amount of finance knowledge found among the groups. With less financial knowledge, the alternatives chose are likely to be riskier, such as going to a gambling casino or investing in start-ups. Standing Up at Vogue Travel This case about standup meetings reflects the reality that such meetings elicit a variety of reactions from participants, ranging from very positive to very negative. 1. Explain why you think Chelsea should continue or discontinue the standup meetings. Answer: The standup meeting is still a potentially good idea for firing up the troops, yet perhaps Chelsea could incorporate several of the suggestions inherent in the criticisms in order to make the meetings more acceptable. 2. What evidence do you have that the standup meetings at Vogue Travel are contributing to (or detracting from) teamwork and problem solving. Answer: It appears that so far, at least one good idea has emerged from the standup meetings—advising clients about how to decrease the chances of becoming ill on a trip. Eric’s comment about the group jumping on problems suggests some success of standup meetings a a method of problem solving. 3. How might Chelsea improve the effectiveness of these standup meetings? Answer: How about having a tall and small, sport-restaurant table in the middle of the meeting on which people could rest their beverage cups? No chairs would be made available. Cindy’s suggestions about the common webpage could also be used in a modified form. The group could exchange suggestions on the webpage, and then discuss the ideas briefly during the standup meetings. COMMENTS ABOUT QUIZZES AND EXERCISES Self-Assessment Quiz 7-1: My Problem Solving Tendencies An important feature of this self-quiz is that it sensitizes students to the importance of group decision making in organizations. At the same time it does not dismiss the relevance of individual decision making. Skill-Building Exercise 7-1: A General Problem Solving Group Students are likely to enjoy this exercise. Students may need a reminder, however, to pay attention to all the decision making steps, not simply begin to generate alternative solutions. Skill-Building Exercise 7-2: Stretch Your Imagination A message from this exercise is that brainstorming remains a valuable skill, and that practicing brainstorming helps develop creativity. One of the winning entries in the actual contest dealt with creating a holder for netting around a bed which is very important for health in countries with loads of bugs. My prediction is that students will rise to the occasion of stretching their imagination to arrive at a creative use for the humble rubber band. Skill-Building Exercise 7-3: Brainstorming versus Brainwriting The students who participate in this exercise will shed light on one of the most interesting research issues in brainstorming: the relative effectiveness of groups and individuals in generating creative alternatives. Several experiments have concluded that individuals are superior to groups, and the student demonstration can put this conclusion to a test. Skill-Building Exercise 7-4: The Nominal Group Technique Well traveled students will have more content to offer here, but all can enjoy the rigor of the nominal group technique. As with the other exercises in this chapter, attempting the nominal group technique is a valuable experience in group decision-making. Interpersonal Relations Role Play: Group Decision Making at Pet Groomers on Wheels This role play is yet another opportunity to practice brainstorming. The subject of investing cash wisely applies to both work and personal life, so the content of the brainstorming should be inherently interesting to students. Chapter 8 Cross Cultural Relations and Diversity The purpose of this chapter is to provide the reader with insight into, and skills for, relating effectively to people from other cultures. Relating effectively to diverse people within one's own culture or from other cultures requires similar knowledge and skills. CHAPTER OUTLINE AND LECTURE NOTES As is well known, today's workplace is diverse. Cultural diversity is also reflected in the increasing internationalization of business. To succeed in today's workplace one must be able to relate effectively to people from different cultural groups from within and outside his or her country. I. THE DIVERSITY UMBRELLA To appreciate diversity, a person must go beyond tolerating and treating people fairly from different racial and ethnic groups. The true meaning of valuing diversity is to respect and enjoy a wide range of cultural and individual differences. To be diverse, is to be different in some measurable way even if the difference is not apparent on the surface. The diversity umbrella is supposed to include everybody in an organization. To value diversity is to appreciate individual differences among people. In recent years, much attention has been paid to employees in the group LGBT (lesbian, gay, bisexual, and transsexual). Efforts have been made in recent years for the inclusion of people with physical, emotional, and intellectual disabilities. The goal of a diverse organization is for persons of all cultural backgrounds to achieve their full potential, not restrained by group identities such as sex, nationality, or race. Cultural as well as individual factors contribute to cultural diversity. For example, people can be diverse because of ethnicity or their height-to-weight ratio. A diverse workforce has positive consequences to the organization including more creative thinking improved profits. A negative consequence is more within- group conflict. II. UNDERSTANDING CULTURAL DIFFERENCES The male female differences in communication patterns described in Chapter 4 represent one aspect of cultural differences. The groundwork for developing effective cross-cultural relations is to understand cultural differences. A. Cultural Sensitivity and Political Correctness To relate well to a person from a foreign country, a person must be alert to possible cultural differences. When working in another country, one must be willing to acquire knowledge about local customs, and learn how to speak the native language at least passably. Cultural sensitivity is an awareness of and a willingness to investigate the reasons why people of another culture act as they do. Good cultural sensitivity enhances interpersonal relationships. Another aspect of cultural sensitivity is political correctness—being careful not to offend or slight anyone, and being extra civil and respectful. Too much political correctness can lead to blandness and imprecision in language. Empathy facilitates both cultural sensitivity and political correctness. Two diversity specialists said, “We want to try to develop an understanding for the majority of what it might be like to be the minority, and help the minority understand what it is like to be the majority.” B. Cultural Intelligence An advanced aspect of cultural sensitivity is cultural intelligence (CQ), an outsider’s ability to interpret someone’s unfamiliar and ambiguous behavior in the same way that person’s compatriots would. With high cultural intelligence a person can figure out what behavior is universal, peculiar to the group, or neither universal nor peculiar to the group. The three sources of cultural intelligence are: 1. Cognitive (the head), referring to what a person knows and how he or she can acquire knowledge. 2. Emotional/motivational (the heart), referring to energizing one’s actions and building personal confidence. 3 . The body (physical), referring to the element for translating intentions into actions and desires. To practice high cultural intelligence, the mind, heart, and body would have to work together. C. Respect for All Workers and Cultures An effective strategy for achieving cross cultural understanding is to respect all others in the workplace, including their cultures. Respect comes from valuing differences. Company policies that encourage respect for the rights of others are likely to create a positive influence on tolerance throughout the firm. Company policies that encourage respect for the rights of workers are likely to create a positive influence on tolerance throughout the firm. Respect also comes from employee network (or affinity) groups. Such a group is composed of employees throughout the company who affiliate on the basis of group characteristics such as race, ethnicity, gender, sexual orientation, or physical ability status. D. Cultural Fluency A high level goal in understanding cultural differences is to achieve cultural fluency, the ability to conduct business in a diverse, international environment. Achieving cultural fluency includes a variety of skills such as relating well to people for different cultures, and knowing a second language. E. Dimensions of Differences in Cultural Values One way to understand how national cultures differ is to examine their values. Here we deal with eight key values most directly related to interpersonal skills. 1. Performance orientation is the degree to which a society encourages, or should encourage, and rewards group members for performance improvement and excellence. 2. Assertiveness is the degree to which individuals are (and should be) assertive, confrontational, and aggressive in their relationships with one another. Assertive people enjoy competition in business, in contrast to less assertive cultural groups who prefer harmony, loyalty, and solidarity. 3. Time orientation is the importance nations and individuals attach to time. People with an urgent time orientation perceive time as a scarce resource and tend to be impatient. People with a casual time orientation view time as an unlimited and unending resource and tend to be patient. Americans are noted for their urgent time orientation. 4. Humane orientation is the degree to which a society encourages and rewards, and should encourage and reward, individuals for being fair, altruistic, caring, and to others. 5. In-group collectivism is the degree to which individuals express, and should express, pride, loyalty, and cohesiveness in their organizations and families. Asian societies emphasize collectivism, as do Egypt and Russia. 6. Gender egalitarianism is the degree to which a culture minimizes, and should minimize, gender inequality. 7. Acceptance of power and authority is the degree to which members of a society expect, and should expect, power to be distributed unequally. Individuals who accept power and authority expect the boss to make the major decisions. These same individuals are more formal; however being formal toward people in positions of authority has decreases substantially throughout the world in recent years. 8. Work orientation is the number of hours per week and weeks per year people expect to invest in work versus leisure, or other nonwork activities. Americans tend to have a stronger work orientation than Europeans but a weaker one than Asians. 9. Social support seeking is the degree to which people seek out others to help them with difficult problems through such means as listening, offering sympathy, and giving advice. Asians and Asian Americans are more reluctant to explicitly request support from close others than are European Americans. An analysis of 600 studies about cultural values reached several important conclusions: An individual’s cultural profile influence that person’s behavior more than does the cultural profile. Cultural values are more influential for older workers, males, and more educated workers Cultural values impact job behavior the most when certain emotional responses, beliefs, and attitudes are critical to the position. Furthermore, cultural values are more predictive of worker behavior from culturally tight (more homogeneous) than looser (more heterogeneous) cultures. A starting point in using information about cultural differences would be to recognize that a person's national values might influence his or her behavior. Two dimensions of cultural differences that influence job behavior considerably are and time-consciousness and acceptance of power and authority. For example, a person who values deference might not want to collaborate in decision making with a manager of long experience. Time orientation could create a conflict if you are committed to making deadlines and a team member has a laid-back attitude toward time. F. Cultural Bloopers An effective way of being culturally sensitive is to minimize actions that are likely to offend people from another culture based on their values. In attempting to avoid cultural mistakes, remember that members of any cultural group show individual differences. Remember also that one or two cultural mistakes will not peg one permanently as a boor. Skill-Building Exercise 8 2 (text) lists cultural mistakes to avoid. English has become the language of business and science throughout the world, yet communicating in a customer’s native tongue has its advantages particularly when you attempting to sell. Some telemarketing, banking, engineering, and financial service companies search for bilingual workers. III. OVERCOMING CROSS CULTURAL COMMUNICATION BARRIERS Cross cultural differences can create communication barriers. To minimize the problem, follow these guidelines: 1. Be sensitive to the fact that cross-cultural communication barriers exist. If you are aware of these potential barriers, you will be ready to deal with them. 2. Show respect for all workers. 3. Use straightforward language and speak slowly and clearly. 4. Observe cultural differences in etiquette. (How much to touch others is a key aspect of cross-cultural etiquette.) 5. Be sensitive to differences in nonverbal communication. 6. Do not be diverted by style, accent, grammar, or personal appearance. 7. Be sensitive to individual differences in appearance. 8. Pronounce correctly the names of people you interact with from other countries. 9. Be aware of key words that could be objectionable in another country or culture. IV. TECHNIQUES FOR IMPROVING CROSS CULTURAL RELATIONS Many training programs have been developed to improve cross-cultural relations and to help employees value diversity. Often they include some of the information already presented in this chapter. A. Cultural Training Cultural training is a set of learning experiences designed to help employees understand the customs, traditions, and beliefs of another culture. Many industries train employees in cross cultural relations. Cultural training is also important for helping people of one culture understand their customers from another culture in particular, such as Chinese people learning to deal more effectively with their American customers. B. Cultural Intelligence Training Cultural intelligence training is a program based on the principles of cultural intelligence. A key part of training is to learn the three contributors to CQ head, heart, and body. The trainee is taught strategies for sizing up the environment to determine which course of action is best. C. Recognize Own Cultural and Demographic Biases Most people have an almost unconscious tendency to react positively or negatively toward people from a particular culture or demographic group. Research conducted with customer satisfaction evaluations suggests that many people have biases related to workplace interactions. The overall results of three studies indicated that customers tended to be less satisfied with the services provided by women and non-white employees in contrast to the services provided by men and white employees. Awareness of biases may lead to their control and reduction. D. Language Training Learning a foreign language is often part of cultural training, yet can also be a separate activity. Knowledge of a second language builds better connections with people from other cultures than does relying on a translator. Companies invest heavily in helping employees learn a target language because it facilitates conducting business in other countries. E. Diversity Training The general purpose of cultural training is to help workers understand people from another culture. Diversity training attempts to bring about workplace harmony by teaching people how to get along better with diverse work associates. In recent years, diversity training has acquired the additional goal of accepting all dimensions of diversity based on the belief that enhance business performance will result. 1. Forms of Diversity Training All such training programs center on increasing people's awareness of and empathy for people who are different in some noticeable way from oneself. Learning to empathize with the point of view of people from a diverse group is an essential part of improving relations. To help participants develop empathy, representatives of various groups explain their feelings related to workplace issues, including how they have felt different in a way that made them feel uncomfortable. A recent trend in diversity training is cross-generational diversity, or relating effectively to workers much older or younger than you. Another part of cross-generational training would be to help older and younger generations appreciate their different preferences in communication. 2. Concerns about Diversity Training Diversity training often works, yet these programs can also create ill will and waste time. Another problem is that diversity training sometimes results in perpetuating stereotypes about groups, such as Latinos not valuing promptness. F. Cross-Cultural and Cross-Gender Mentoring Programs An advanced method of improving cross-cultural relations is mentoring members of targeted minority groups. The mentoring demonstrates the company’s interest in enhancing cross-cultural relations and at the same time enhances the minority group member’s opportunities for advancement. ANSWERS TO QUESTIONS FOR DISCUSSION AND REVIEW 1. What One Thing could you do this month to make your school of workplace more inclusive? Answer: With a little imagination every student can think of a good idea for making the school or workplace more inclusive. Here are a few representative ideas: Invite to lunch someone from a demographic group very different from one’s own. Invite a person many years older than you to become a member of your social media network. Ask a company executive or human resources director if there are any positions available yet for blind people in the company. 2 What can you do this week to sharpen your cross-cultural skills? Answer: You don’t have to visit another country to gain some cross-cultural exposure that could lead to cross-cultural skill. Among the actions the person might take this week for skill enhancement are visiting websites of as target country, eating in a restaurant with foreign cuisine, speaking to fellow students and store associates from a different culture, and conversing over the phone with people of another culture. Even watching an athletic event on television filmed in another county (such as a soccer or rugby match) can lead to a little cross-cultural insight. 3. Some companies, such as Singapore Airlines, make a deliberate effort for customer contact personnel to all be of the same ethnic group (Singapore natives). How justified is this practice in an era of cultural diversity and valuing differences? Answer: Here is a touchy issue. Some people would argue that hiring people of the same ethnic group for a specialized service like Singapore Airlines is close to being a bone fide occupational qualification. Also, the Singapore natives contribute ambiance to the Airline. Others would argue that hiring only one ethnic group for whatever reason is job discrimination. In an era of cultural diversity, prioritizing a specific ethnic group for customer contact roles can be controversial. While it may aim to ensure cultural alignment with local customers, it risks excluding diverse perspectives and reinforcing biases. Embracing a diverse workforce can enhance service by reflecting a broader range of experiences and perspectives, aligning better with global values of inclusion. 4. A working couple visited a childcare center seeking childcare services five days a week for their three-year old daughter. When the couple observed that one of the childcare workers was a man in his fifties, the couple decided against the center. What is your evaluation of the couple’s decision in terms of inclusion, cultural sensitivity, and discrimination? Answer: There is a strong bias against middle-age men holding a position that involves the care of young children, to the point that very few such positions are even available to middle-age men. Such demographic profiling could lead parents to not want their children cared for by middle-aged men. Even people who regard themselves as liberal entertain this bias. Nevertheless, such negative attitudes toward middle-age men as childcare specialists goes against inclusion, is culturally insensitive, and a form of job discrimination. 5. What have you personally observed about Asians and Asian Americans being less likely to ask for social support when they face a difficult problem? Answer: Student input would be quite useful here. My opinion is that this stereotype is somewhat weak in comparison to other cultural stereotypes. One aspect of the stereotype that appears to be true is that many Asians take pride in their self-sufficiency. The input of Asians and Asian Americans is most welcome in response to this question. I've observed that Asians and Asian Americans may be less likely to seek social support due to cultural values emphasizing self-reliance and avoiding burdening others. There can also be a strong emphasis on preserving face and managing problems privately. This tendency reflects broader cultural norms about independence and personal responsibility, which can affect their approach to seeking help. 6. The majority of people under age 45 in the United States grew up being educated with, participating in sports with and working with people from other cultures and demographic groups. To what extent do people under age 45 therefore need cultural diversity training? Answer: This is an opinion question, but the point appears to be true. Even in social life, there are many cross-ethnic and cross-racial couples, including Mark Zuckerberg and his wife. Most people under 45 therefore probably do not need standard diversity training. However, activities such as uncovering hidden biases and dealing with cross-generational differences in values could be useful. 7. How useful is the adage, “When in Rome, do as the Romans do” for someone who wants to work in another country for a while? Answer: The old adage about Rome is an enormously perceptive piece of advice, and it embraces the concept of cultural sensitivity. Instead of relying on the cultural traditions of your own country, you adapt the best you can to the cultural traditions of the country in which you are working. For example, the American might cheer like crazy at a rugby match while working in France even if he or she much prefers American football (rugby with helmets and pads!). 8. If you were a supervisor, how would you deal with a group member who had a very low acceptance of power and authority? Answer: It would be important to explain to a worker with low acceptance for power and authority that in this organizational and national culture, the supervisor has some formal authority that must be respected. A discussion could then be held about the areas in which accepting power and authority was important, such as the supervisor having the authority to enforce working hours and conduct the performance evaluation. As a supervisor, I would address a group member with low acceptance of power and authority by fostering open communication and understanding their concerns. I would involve them in decision-making to build trust and demonstrate that authority is used constructively. Providing clear expectations and acknowledging their contributions can also help improve their acceptance and engagement. 9. The cultural bloopers presented in Skill Building Exercise 8 2 in the human relations text all deal with errors people make with people who are not American. Give an example of a cultural blooper a person from another country might make in the United States. Answer: One example would be kissing and hugging the babies of strangers, as the some cultures allow. Another might be a Scandinavian worker in a U. S. company who is so casual about rank that he or she would drop by the CEO's office just to chat. 10. Many people speak loudly to deaf people, blind people, and to those who speak another native tongue. Based on the information presented in this chapter, what mistakes are these people making? Answer: A major mistake committed by speaking loudly to the groups just mentioned is being culturally insensitive. If the loud-speaking person empathized with people who are deaf, blind, or foreign, he or she might realize that speaking loudly in these circumstances is insensitive. A greater appreciation for cultural differences would also reveal that speaking loudly is not an effective tactic with any of these groups. ANSWERS TO CASE QUESTIONS What to Do with Shabana? This case illustrates a scenario is that occurs often in the United States and Canada when stores employ customer-contact workers who speak with accents difficult for some customers to understand. 1. What should Shabana do to improve her ability to be understood by more customers? Answer: Shabana might speak more slowly and look directly at her customers. At the same time she might work with a speech coach to Americanize her pronunciation or at least observe herself after making a video of herself. Shabana should focus on enhancing her communication skills by actively listening and adapting her language to meet the needs of diverse customers. She could also seek feedback to identify areas for improvement and undergo training to better understand and address customer needs. Building rapport and demonstrating empathy can further enhance her effectiveness in connecting with a broader audience. 2. Is the problem of language comprehension in this case really a problem of customers not being too sharp mentally? Answer: “Not being too sharp mentally” is a harsh way of framing the problem. Nevertheless, many Americans have difficulty understanding other people with accents different from their own. Many companies have had to use call centers in the central United States to circumvent the problem of so many Americans having a limited range of accents they can understand easily. 3. What actions do you recommend that Trevor take to help Shabana improve her ability to be understood by her customers? Or, should he just fire her? Answer: Trevor might encourage Shabana to take the steps mentioned in response to Question 1. In addition, he might role play with her and focus on a few key words of hers that customers might be having a difficult time understanding. Giving Shabana a little more time would seem fairer than firing her right now. 4. To what extent do you think Trevor is practicing job discrimination by even hinting that he might fire Shabana if she is not better understood by a wider variety of customers? Answer: Trevor would not be practicing job discrimination by firing Shabana if she cannot be understood by a wider variety of customers. Being understood is a bone fide job requirement. Shabana’s communication skills are the issue, not her sex or cultural background. Pierre Keeps One Foot in Haiti This case illustrates a key point about cultural diversity. It is important for the person working in a new culture to appear well-adapted to the new culture, and not hang on so much to the previous culture. 1. To what extent is Pierre having a problem adjusting to his new culture? Answer: Pierre is having a major problem in making a transition to his new culture because he keeps referencing back to Haiti. He is much like the person in a new relationship who frequently talks about his or her “ex.” 2. To what extent are Suzanne, and the tem, not showing good cultural sensitivity? Answer: Our opinion is that Suzanne and the team are showing reasonably good cultural sensitivity. Pierre is complimented about his being well liked and that his technical contribution is good. At the same time, Pierre is confronted about his difficulty in adapting to his new country culture. He is not being disparaged because he is Haitian. Suzanne and her team may be lacking in cultural sensitivity if they fail to recognize and respect diverse cultural norms and values in their interactions. Signs of this include ignoring different communication styles or not accommodating cultural preferences. To improve, they should actively educate themselves about cultural differences and integrate inclusive practices into their work. 3. How justified is Pierre’s insinuation that HVAC does not welcome cultural diversity? Answer: Pierre appears to be unjustified in his allegations. His Haitian heritage was welcomed when he was hired, and he is well liked as a team member. It is possible to welcome cultural diversity yet still be critical of a member of a diverse cultural group. COMMENTS ABOUT QUIZZES AND EXERCISES Self-Assessment Quiz 8-1: Cross-Cultural Skills and Attitudes Most people perceive themselves to have good cross-cultural skills. This quiz points to specific behaviors that indicate how much progress a person has actually made in becoming cross-cultural. Skill-Building Exercise 8-1: Developing Cultural Sensitivity A possible conclusion this exercise might point toward is that what is considered typical and accepted behavior in the United States might be perceived as unusual by some people from some other countries. The example about being monolingual pointed to the text is a good example. Another is that many people from Asian cultures do not understand why American families do not take cared of elderly people in their homes, and instead send the elderly to residences for assisted living. Self-Assessment Quiz 8-2: Charting Your Cultural Dimension Profile Charting this profile reinforces the existence of these nine dimensions of cultural differences. A good topic for class discussion is to hypothesize about the typical American (or Canadian or Mexican) profile. At the same time the exercise illustrates the important point that considerable individual differences exist within a culture. Skill-Building Exercise 8-3: Cultural Mistakes to Avoid with Selected Cultural Groups Reading about these cultural mistakes alone will not lead to skill development. Most students should be able to find at least one opportunity to behave in a manner opposite to one of the cultural mistakes described. Skill-Building Exercise 8-4: Cross Cultural Relations Role Play This role play deals with one of the most difficult issues in cross-cultural outsourcing—having a person from one culture help another. Students have received call-center assistance from someone from another culture will have a personal awareness of the issues involved. Self-Assessment Quiz 8-3: The Personal Biases and Prejudices Checklist Although thinking about personal biases is a sensitive topic, many students will enjoy thinking about their potential biases. Furthermore, it is very difficult to overcome barriers to effective cross-cultural relations unless one at least recognizes his or her biases and prejudices. Skill-Building Exercise 8-5: Using the Internet to Help Develop Foreign Language Skills Most students who follow through with this daily drill in foreign language and culture will be pleasantly surprised about their progress. Also, Americans will receive the double benefit of obtaining news about their own country in their target language. Applications (apps) are now available for some smart phones that achieve the same purpose as the exercise described. Skill-Building Exercise 8-5: Developing Empathy for Differences Repeated application of this exercise with various groups demonstrates that it is a meaningful experience. The backup title to the exercises, “When I Felt Different,” may prove useful in providing structure for students. The sources of being different are so varied, including being perceived as very short, very tall, and an African-American person being perceived as “too white” or “not black enough.” After the presentations have been completed, a class discussion ensues about the contribution of this exercise to interpersonal relations. Interpersonal Relations Role Play: Helping Shabana Deliver Better Customer Service A big challenge for the student who plays the role of Trevor is to encourage Shabana to develop her skills in becoming more comprehensible to customers even though he is skeptical about the Shabana’s ability to change. The student who plays the role of Shabana faces the challenge of attempting to convince her Trevor that she can develop in the needed direction. Interpersonal Relations Role Play: Suzanne Attempts to Help Pierre Adjust to his New Culture A challenge for the student playing the role of Suzanne is to help Pierre become aware of his adjustment problems to a new culture without appearing to be discriminating against a black Haitian. At the same time, Pierre is concerned that the company does not truly welcome cultural diversity. This role play is therefore about a delicate subject in interpersonal relationships. Solution Manual for Human Relations: Interpersonal Job-Oriented Skills Andrew J. DuBrin 9780133506822, 9781292059365