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CHAPTER 17 Managing Leadership and Influence Processes END OF CHAPTER QUESTIONS Questions for Review 1. What activities do managers perform? What activities do leaders perform? Do organizations need both managers and leaders? Why or why not? Managers are responsible for planning, budgeting, organizing, staffing, controlling, and problem solving. Leaders establish direction, align people, motivate, and inspire. A firm needs to achieve results in an orderly fashion, which falls in the domain of management, and it also needs to energize and inspire its workers, which is the role of leadership. 2. What are the situational approaches to leadership? Briefly describe each and compare and contrast their findings. Situational approaches assume that appropriate leadership style varies from situation to situation. LPC theory outlines two leadership styles: task-oriented and relationship-centered. Leadership style is assessed by the LPC measure. The LPC model suggests that leader behavior is a function of situational favorableness. The path-goal theory of leadership suggests that leadership can be enhanced by helping subordinates clarify paths to goal attainment and by rewarding behavior to ensure that good performance is a direct path to positive outcomes. Four styles of leader behavior have been identified: (1) directive, (2) supportive, (3) participative, and (4) achievement-oriented behavior. The Vroom decision tree approach focuses only on decision making and leadership. The basic premise is that effective decisions are best gauged by the quality of the decision and by employee acceptance of the decision. 3. Describe the subordinate’s characteristics, leader behaviors, and environmental characteristics used in path-goal theory. How do these factors combine to influence motivation? Subordinate’s characteristics include the subordinate’s perception of his or her own abilities and the subordinate’s locus of control. Leader behaviors can be either directive, supportive, participative, or achievement-oriented. Characteristics of the environment include task structure, authority system, and social support from the work group. Path-goal theory asserts that effective leaders will choose from the four types of leader behavior the one that best fits the demands of the situation including characteristics of the subordinates and the environment. 4. In your own words, define political behavior. Describe four political tactics and give an example
of each. In their definitions, students should include power and its use to obtain desired outcomes. Inducement occurs when something is offered in exchange for support. An employee may suggest a cost-cutting measure in exchange for a promotion. Persuasion happens when a manager changes the opinions of others based on emotion or logic. A manager may prevail in a disagreement with peers by offering superior evidence in support of his or her views. Managers create obligations by doing favors and then asking for favors in return. An employee may “cover” for a tardy co-worker in exchange for a similar favor the following day. Coercion involves the use of force or threats. Managers who threaten to lay off workers who disagree with them are using coercion. Questions for Analysis 5. Even though the trait approach to leadership has no empirical support, it is still widely used. In your opinion, why is this so? In what ways is the use of the trait approach helpful to those who use it?
In what ways is it harmful to those who use it? The trait approach is intuitively appealing, in spite of lack of empirical support. People want to believe in a theory that is simple, consistent, and broadly applicable, for example, that great leaders are physically attractive. Those who knowingly reject trait theories often display them unconsciously, for example, expecting that a tall person is a more effective leader than a short one. The trait approach can be helpful if the traits are skills, such as communication, that are in fact related to effective leadership. However, trait theories do harm when they lead us to focus on inappropriate variables, such as height or attractiveness, that have no relationship to leadership ability. 6. The behavioral theories of leadership claim that an individual’s leadership style is fixed. Do you agree or disagree? Give examples to support your position. The behavioral theories also claim that the ideal style is the same in every situation. Do you agree or disagree? Again, give examples. I disagree with the assertion that an individual's leadership style is fixed according to behavioral theories of leadership. While behavioral theories suggest that leadership behaviors can be categorized into specific styles, such as autocratic, democratic, and laissez-faire, they also acknowledge that individuals can adapt and evolve their leadership approach over time based on experiences, feedback, and situational factors. For example, a leader who initially adopts an autocratic leadership style may realize that it's not effective in fostering team collaboration and innovation. As a result, they may choose to shift towards a more democratic or participative style, involving team members in decision-making processes and empowering them to contribute their ideas and perspectives. Similarly, behavioral theories do not claim that the ideal leadership style is the same in every situation. Instead, they emphasize the importance of matching leadership behaviors to the demands of the situation and the needs of the followers. This concept is known as contingency or situational leadership theory. For instance, in a crisis situation where quick decisions and decisive action are required, an autocratic leadership style may be more effective in providing clear direction and maintaining control. On the other hand, in a creative brainstorming session where innovation and collaboration are valued, a democratic leadership style that encourages open communication and shared decision-making may be more appropriate. Overall, while behavioral theories provide valuable insights into leadership behaviors and styles, they do not suggest that leadership style is fixed or that one style is universally ideal. Instead, effective leadership involves adaptability, flexibility, and the ability to tailor one's approach to the specific needs of the situation and the individuals being led. 7. A few universities are experimenting with alternative approaches, such as allowing students to design their own majors, develop a curriculum for that major, choose professors and design courses, or self-direct and self-evaluate their studies. These are examples of substitutes for leadership.
Do you think this will lead to better outcomes for students than a traditional approach? Would you personally like to have that type of alternative approach at your school? Explain your answers. Better outcomes could be expected to the extent that students are intelligent, experienced, and knowledgeable in designing curriculum. However, most students will acknowledge that professors often have better skills in this area and should be allowed to make decisions. Students may prefer a student-directed approach if they are confident of their abilities and like to have control and power. Other students, who are more cautious or retiring, would prefer that decisions be made for them. Questions for Application 8. Consider the following list of leadership situations. For each situation, describe in detail the kinds of power the leader has. If the leader were the same but the situation changed—for example, if you thought of the president as the head of his family rather than of the military—would your answers change? Why? The President of the United States is Commander-in-Chief of the U.S. military. An airline pilot is in charge of a particular flight. Fans look up to a movie star. Your teacher is the head of your class. The President has legitimate power through his job description, he may have referent power to the extent that members of the military look up to and admire him, and he may have expert power if he has served in the military. An airline pilot has legitimate power through the employer; he or she could conceivably have coercion power, but it’s unlikely he or she would use it (“Do what I want or I’ll crash this plane.”); he or she has referent power if passengers look up to them; and a pilot would have expert power on an airline flight. A movie star primarily has referent power as a role model or a charismatic leader, and may have expert power if he or she is seen as an expert in some aspect of film making. Teachers have legitimate power through their schools; they have reward and coercive power through their awarding of attention, praise, grades, and reprimands; they have referent power if students admire them; and they have expert power because of their subject knowledge. Clearly, the type of power a leader has depends heavily on the leadership situation. For example, a manager may not have coercive power because he or she may not have the capability of punishing co-workers, but they probably have coercive power as a parent because they can administer spankings or other disciplinary actions. 9. Think about a decision that would affect you as a student. Use Vroom’s decision tree approach to decide whether the administrator making that decision should involve students in the decision. Which parts of the model seem most important in making that decision? Why? An example might be as follows. Course schedules: (1) quality requirement—low; it really doesn’t matter when the courses are scheduled; (2) commitment requirement—low; it really doesn’t matter if students are enthusiastically committed to particular course schedules. (3) The Vroom decision tree model then suggests that departments should make course schedules without any real involvement of students. 10. Describe a time when you or someone you know was part of an in-group or an out-group. What was the relationship between each of the groups and the leader? What was the relationship between the members of the two different groups? What was the outcome of the situation for the leader? For the members of the two groups? For the organization? I recall a situation in a previous workplace where a new project team was formed to work on a high-profile project. The project manager, let's call her Sarah, was tasked with leading the team through the project's execution. As the project progressed, it became evident that two distinct groups emerged within the team - an in-group consisting of members who were perceived to be favored by the project manager, and an out-group comprising members who felt marginalized or overlooked. The relationship between the in-group and the leader, Sarah, was characterized by favoritism, trust, and open communication. Sarah relied heavily on the input and support of the in-group members, often seeking their opinions and involving them in decision-making processes. This close relationship fostered a sense of loyalty and commitment among the in-group members towards Sarah and the project's goals. Conversely, the relationship between the out-group and Sarah was strained, marked by feelings of resentment, mistrust, and dissatisfaction. Out-group members perceived Sarah's favoritism towards the in-group as unfair and biased, leading to a breakdown in communication and collaboration. They felt excluded from key discussions and decision-making processes, which hindered their ability to contribute effectively to the project. The relationship between the members of the two different groups was characterized by tension and division. In-group members formed close bonds with each other, collaborating seamlessly and supporting each other's efforts. However, this cohesion created a sense of exclusion among out-group members, who felt isolated and disconnected from the rest of the team. The outcome of the situation for Sarah, the leader, was mixed. While her close relationship with the in-group members facilitated smooth project execution and achieved positive results, her favoritism and failure to address the concerns of the out-group ultimately led to team dysfunction and decreased morale. Sarah's credibility as a fair and impartial leader was called into question, impacting her reputation within the organization. For the members of the in-group, the outcome was generally positive, as they enjoyed favorable treatment from the leader and achieved success in the project. However, for the members of the out-group, the outcome was less favorable, as they felt marginalized and undervalued, leading to decreased job satisfaction and potentially impacting their long-term commitment to the organization. Overall, the situation highlighted the importance of fair and equitable leadership practices in fostering team cohesion, collaboration, and ultimately, project success. Failure to address issues of favoritism and division within the team can have detrimental effects on team dynamics, individual morale, and organizational performance. END OF CHAPTER EXERCISES Building Effective Interpersonal Skills I. Purpose This exercise asks the students to examine the ways their attitudes toward work relationships reflect their political behavior in the workplace. II. Format Students are given 20 statements that describe their use – actual or planned – of the described behavior when they are on the job. They are asked to rate their response (rarely, occasionally, or usually) to these questions. III. Follow-Up Students are asked to add up the total of responses that range from 20-100. Using the instructions given in the exercise, they can determine their use of political power. Building Effective Conceptual Skills I. Purpose Students will improve their conceptual skills through this exercise, which asks them to analyze an instrument that purports to measure leadership. II. Format Students must work outside of class to find and complete the leadership quiz individually. Discussion Questions 2 through 4 can be written or discussed in class, by individuals, small groups, or the entire class. The quiz will take about 10–15 minutes to complete and discussion time will vary. III. Follow-Up A. Visit Fortune magazine’s web site at http://www.fortune.com/fortune/quizzes/careers/boss_quiz.html. Take the leadership assessment quiz devised by management guru Stephen R. Covey. Then, look at Covey’s scoring and comments. B. Review carefully each question and each suggested answer. Do you see any correlation between Covey’s questions and the theoretical models of leadership discussed in this chapter? Which model or models do you think Covey is using? What details in his questions, answers, or both led you to that conclusion? Covey’s leadership quiz measures such things as a manager’s time management, communication, delegation, motivating, goal-setting, and other skills. Students will find many connections between Covey’s questions and a leadership model. For example, one item asks students to agree or disagree with the statement, “Paying people well is the best way to motivate them.” This approach to motivation is mentioned many times in Chapter 17. C. Use the Internet to investigate Covey’s background, training, and experience. Does the information you’ve gathered give you any clues about Covey’s attitudes and opinions about leadership? Do you see any connection between Covey’s attitudes and the items on his quiz? Explain. Students may relate Covey’s family life, education, or religious background to his principles. For example, Covey has 9 children and 36 grandchildren, which may provide a clue to his attitudes towards family and personal time. That attitude is also prevalent in his work on leadership, including this quiz. D. Based on what you’ve learned from this exercise, how confident are you that Covey’s quiz is an accurate measure of leadership ability? Explain. The quiz clearly asks questions that have a reasonable relationship to leadership. However, there is no indicator that this quiz has any empirical support. Nor is it likely that the quiz measures every aspect, or even the most important aspects, of leadership. Finally, the students should realize that self-styled leadership tests including this one are very prevalent, and most are in fact not scientifically based or verifiable. management at work inside leadership at intel The opening incident describes leadership at Intel, the top chipmaker, over the course of its history. It’s first leader, Noyce, was the “front man” according to Peter Drucker’s categorization. The second, Moore, was the “thought man,” and Grove was the “man of action.” Craig Barrett succeeded Grove and current CEO, Paul Otellini took over from Barrett. While each had his unique leadership style, Intel appears to have had the right type of leader at the right time. Management Update: Intel’s website (www.intel.com) contains biographies of its leaders. It gives their educational qualifications and job background at Intel prior to their current leadership position. 1. Case Question 1: What roles have referent power and expert power played in leadership at Intel? Which Intel CEOs seem to have inclined toward job-centered leader behavior? Toward employee-centered leader behavior? Toward initiation-structure behavior? Toward consideration behavior? Both Noyce and Moore are likely to have used their referent power for effective leadership, while Grove, Barrett, and Otellini are more job-centered leaders. While it can be argued that all five leaders were employee-centered leaders, it is probable that Grove was the least employee-centered of the five. By using their hands-off style, Noyce and Moore emphasized consideration, unlike the other three who used initiation-behavior. 2. Case Question 2: Apply the path-goal theory of leadership to Intel’s succession of CEOs. What kind of leader behavior best applies to each CEO – directive, supportive, participative, achievement-oriented? It is difficult to say if any of the leaders mentioned in the case are clearly one of the kinds listed above, but, it is possible that Grove was more directive and achievement-oriented, while Noyce and Moore were more supportive. It is likely that Barrett and Otellini are more participative in their leadership. 3. Case Question 3: Intel appears to rely heavily on mentoring and long-term leadership development from within. In your opinion, what are the pros and cons of such an approach? Intel also seems to have thrived on a pattern of alternating leadership styles? What are the pros and cons of this approach? Intel believes that its top leaders should be people who have climbed up the company ladder. Thus, they develop leaders through mentoring. The big advantage of this approach is that its leaders know the culture of the organization, the key challenges, etc. and so are likely to be effective in their job. The con is that the company does not get outsiders who may bring a new perspective to the organization. Intel uses a pattern of alternating leadership styles since leadership depends on the situation and Intel’s external environment has changed over the years. 4. Case Question 4: Of the five profiled Intel CEOs, whose leadership style most closely resembles your own? Which of the five profiled CEOs would you most like to work for? Which would you least like to work for? Of the five profiled Intel CEOs, the one whose leadership style most closely resembles my own would likely be Paul Otellini. Otellini's leadership style appears to be characterized by a combination of strategic vision, adaptability, and a focus on innovation. He is known for his ability to navigate complex business landscapes, drive technological advancements, and foster a culture of collaboration and continuous improvement. These qualities resonate with my own approach to leadership, as I value strategic thinking, creativity, and a results-driven mindset. In terms of which of the five profiled CEOs I would most like to work for, I would choose Robert Noyce. Noyce's leadership as the "front man" suggests an emphasis on charisma, communication, and inspiring others towards a common vision. Working under Noyce's leadership would likely provide opportunities for mentorship, personal development, and a sense of purpose in contributing to Intel's success. On the other hand, the CEO I would least like to work for based on the profiles provided would be Andy Grove. While Grove's leadership as the "man of action" undoubtedly contributed to Intel's success during his tenure, his reputedly assertive and demanding leadership style may not align with my preferences for a collaborative and empowering work environment. Working under such high-pressure conditions could potentially lead to stress and burnout, impacting overall job satisfaction. Overall, while each of the profiled Intel CEOs brought unique strengths and contributions to the company, my preference would be to work under a leader who values collaboration, innovation, and a supportive leadership approach. CHAPTER 18 Managing Interpersonal Relations
and Communication END OF CHAPTER QUESTIONS Questions for Review 1. Describe the difference between communication and effective communication. How can a sender verify that a communication was effective? How can a receiver verify that a communication was effective? Communication is the process of transmitting information from one person to another. Effective communication is communication, but in addition, the message received must be close in meaning to the message that was intended. For both the sender and the receiver then, verification of effective communication must involve feedback because each must receive confirmation that the message was received, that its content was clear, and that its content with the intended content. 2. Which form of interpersonal communication is best for long-term retention? Why? Which form
is best for getting across subtle nuances of meaning? Why? Written communication is probably best for long-term retention. The receiver has a written record that can be reviewed and consulted as necessary to recall details. Oral communication may be more effective to transmit subtle nuances of meaning. The sender can select the appropriate words to convey her or his meaning and can also reinforce that meaning nonverbally. 3. What are the similarities and differences of oral and written communication? What kinds
of situations call for the use of oral methods? What situations call for written communication? Both oral and written communication be done one-to-one or in large groups, and both involve the use of words. However, oral communication allows the sender to employ body language and other nonverbal communication. Oral communication also makes it easier and quicker to give and receive feedback. Written communication, on the other hand, can efficiently communicate a lot of detailed information accurately. It also allows more time to absorb the message and can be stored as a more permanent record. 4. Describe the individual and organizational barriers to effective communication. For each barrier, describe one action that a manager could take to reduce the problems caused by that barrier. Individual barriers include conflicting cues such as when a manager says two things that disagree. To reduce conflicting cues, managers can work carefully to ensure that their messages are consistent. Credibility barriers occur when a sender is not believed by the receiver; this can be avoided by keeping a reputation for honesty. Reluctance to communicate can be overcome
if managers ensure that employees are not penalized for providing frank feedback. Poor listening habits may be improved if the manager concentrates and makes eye contact during communication. Predispositions limit communication and can be resolved by keeping an open mind. Organization barriers include semantic difficulties and managers can avoid these by ensuring that their use of language is clear and that words do not convey unintended meanings. Power differences are best resolved by the higher-ranking manager’s stated willingness to disregard the differences. Differing perceptions require that managers speak out about their assumptions. Noise disruption,
for example, can be reduced if the volume of emails is limited to restrict information overload. Questions for Analysis 5. “Personal friendships have no place at work.” Do you agree or disagree with this statement, and why? I disagree with the statement that personal friendships have no place at work. Building personal connections in the workplace can actually be beneficial for several reasons: 1. Increased morale and satisfaction: When employees have friends at work, they tend to feel more connected to their colleagues and the organization as a whole. This sense of belonging can boost morale and job satisfaction, leading to higher productivity and lower turnover rates. 2. Better communication and collaboration: Friends at work often communicate more openly and effectively, which can facilitate collaboration and problem-solving. They may feel more comfortable sharing ideas, providing feedback, and seeking help from each other, ultimately leading to better teamwork and innovation. 3. Stress reduction: Work can be stressful at times, but having friends at work provides a support system. Employees can confide in each other, seek advice, and even share a laugh during challenging times, which can help alleviate stress and improve overall well-being. 4. Increased loyalty and commitment: Employees who have close relationships with their coworkers are more likely to feel loyal to the organization and committed to its goals. This sense of loyalty can lead to greater engagement and discretionary effort, as employees are motivated to contribute to the success of their friends and the company. However, it's essential to maintain a balance and ensure that personal relationships at work do not interfere with professionalism or create cliques that exclude others. Organizations can foster a culture that encourages friendly interactions while also emphasizing respect, diversity, and inclusivity among all employees. 6. At what points in the communication process can problems occur? Give examples of how noise can interfere with the communication process. What can managers do to reduce problems and noise? Problems can occur at any step in the communication process. Static on a cell phone connection, mumbling, garbled fax transmission, lost letters, email sent to the wrong receiver, interruptions, and a noisy, distracting communication setting are all examples of noise. There are many different sources of problems and noise, and each requires a different solution. For the examples given above, solutions might include waiting to make an important phone call on a wired phone, enunciating clearly, re-sending faxes, ensuring proper addressing of letters and asking for delivery confirmation, care in sending emails, closing the office door to signal others not to interrupt, and moving to a more quiet setting. 7. How are electronic communication devices (cell phones, e-mail, and websites) likely to affect the communication process in the future? Describe both the advantages and the disadvantages of these three devices over traditional communication methods, such as face-to-face conversations, written notes, and phone calls. It seems clear that communication devices will continue to evolve and that communication will soon be possible from virtually anywhere on the planet. Internet connectivity will soon be available anywhere and will be wireless in most areas so that communication can take place easily. Devices will become smaller, lighter, easier to use, more affordable, and will combine features from different devices into one single device. Electronics enable communication instantly. The devices enable the users to communicate wherever they are rather than being tied to the location where communication equipment is available. Computers allow the transmission of far more data than would be practical without computers.
On the negative side, the continual presence of communication ability creates stress for some users. Some users also lack skills in the new communication media—for example, many users do not understand how to write an effective email message. Questions for Application 8. What forms of communication have you experienced today? What form of communication is involved in a face-to-face conversation with a friend? A telephone call from a customer? A traffic light or crossing signal? A picture of a cigarette in a circle with a slash across it? An area around machinery defined by a yellow line painted on the floor? Students should provide examples of oral communication (for example, discussions, lectures, telephone calls) that have been part of their daily activities. They may mention written communication in the form of notes, letters, textbooks, and computer messages. Face-to-face communication should primarily be oral and nonverbal. Beyond the oral discussion that takes place in conversation, most students will also discuss the nonverbal aspects (that is, the facial gestures or body language). The telephone call should be primarily oral, but some noise—sighs, moans—may be used as a nonverbal method of exaggerating a point. The traffic or crosswalk signal is a nonverbal signal, as is the “No Smoking” sign and the warning area painted on the factory floor. 9. Keep track of your own activities over the course of a few hours of leisure time to determine what forms of communication you encounter. Which forms were most common? If you had been tracking your communications while at work, how would the list be different? Explain why the differences occur. Students are likely to find that they encounter a number of different forms of communication. Some common examples might include: viewing traffic signals and signs, reading mail, television watching, phone calls with friends, email or instant messaging, listening to recorded music, attending a lecture class, nodding or waving to passers-by, and face-to-face conversations. The types of work-related communication the students experience will differ depending on their work environment. Over the course of a few hours of leisure time, I might encounter various forms of communication, including: 1. Text-based communication: Messaging friends or family through apps like WhatsApp or iMessage, browsing social media platforms like Twitter or Instagram, and reading articles or blogs online. 2. Verbal communication: Speaking with family or friends in person or over the phone, whether it's casual conversation or making plans. 3. Visual communication: Watching TV shows or movies, scrolling through images or videos on social media, and viewing content on websites or apps. 4. Non-verbal communication: Interpreting facial expressions, gestures, and body language while interacting with others in person. In leisure time, the most common forms of communication might be text-based and visual, especially with the prevalence of smartphones and digital media consumption. Verbal communication, while still important, might occur less frequently during solitary leisure activities compared to social interactions. If I were tracking my communications while at work, the list might include additional forms such as: 1. Work-related emails: Communicating with colleagues, clients, or supervisors via email for project updates, collaboration, or sharing information. 2. Meetings and discussions: Engaging in face-to-face or virtual meetings, either one-on-one or in groups, to discuss work-related matters, brainstorm ideas, or make decisions. 3. Written reports or documentation: Creating and reviewing written documents such as reports, memos, or presentations to communicate information within the organization. 4. Phone calls or video conferences: Communicating with colleagues, clients, or stakeholders via phone calls or video conferencing for real-time discussions or updates. The differences occur because leisure time typically involves more personal and informal communication, whereas work-related communication is often more structured, purposeful, and focused on achieving specific goals or objectives. Additionally, work communication often involves collaboration with colleagues and external stakeholders to accomplish tasks and meet deadlines, which may require a combination of verbal, written, and digital communication methods. 10. For each of the following situations, tell which form of communication you would use. Then ask the same question of someone who has been in the workforce for at least ten years. For any differences that occur, ask the worker to explain why his or her choice is better than yours. Do you agree with his or her assessment? Why or why not? Describing complex changes in how health-care benefits are calculated and administered
to every employee of a large firm. Asking your boss a quick question about how she wants something done. Telling customers that a new 2-for-1 promotion is available at your store. Reprimanding an employee for excessive absences on the job. Reminding workers that no smoking is allowed in your facility. Changes in benefits should be communicated in writing probably through a published brochure and/or on a web site. The need to communicate detailed information, to allow the receivers time to process a complex message, and the importance of written records for legality all play a part in this choice. Asking the boss a quick question could most easily be done with a face-to-face conversation, although email is also a possibility, particularly if the boss isn’t present at that moment, is at a remote location, or prefers not to be continually interrupted. Telling customers about a promotion could effectively be done on TV or radio with a newspaper ad, with a sign or billboard, or through signs or flyers available at the store itself. Reprimands should be delivered face-to-face, in private, to protect the employee’s rights and allow them the opportunity to give instant feedback. However, if the reprimand is a repeat of previous complaints and the manager is considering more formal disciplinary action, a written record may also be useful. Reminding workers not to smoke can be done through displays or notices. If the problem is especially acute, then an email or memo reminder could also be used. Students will benefit from talking to a worker about these choices because they may learn of additional concerns that might not have initially occurred to them such as the need for a written record of complaints when an employee may be terminated. END OF CHAPTER EXERCISES Building Effective Technical Skills I. Purpose The students will gather information relevant to an organizational task to practice using the Internet as source of communication. II. Format This technical skills exercise will require between 30 and 45 minutes to complete. III. Follow-Up A. Use the Internet to identify as many as ten possible locations. B. Using additional information gathered from the Internet, narrow your set of ten locations
to three or four. C. Continuing to use the Internet, find out as much as you can about each of the three or four finalists on your list and be ready to discuss the pros and cons of each as they relate to your selection criteria. Students will find a wealth of information about cities on the Internet including data such
as weather, cost of living, real estate prices, and rail and highway locations. Building Effective Interpersonal Skills I. Purpose This in-class exercise builds students interpersonal skills by asking them to analyze nonverbal and verbal communication. II. Format Viewing the video segments in this in-class exercise should take about 10 minutes, and discussion should take about 20 minutes more. III. Follow-Up Teaching Tip: This exercise requires you to do some significant preparation outside of class the first time you use this exercise, but the videos can be very valuable for the students and may be re-used. Ask for 6 students to volunteer as film actors. Alternatively, ask your school’s drama department
or drama club for student volunteers. Reproduce the scenario descriptions given below. Cut out each box. Pair the volunteers. Give each pair one box from a written scenario (see below) and ask them to improvise an interaction around that scenario. Encourage them to use body language, gesture, tone of voice, and so on, as well as words. They should have some time to plan the improvisation before they are filmed. Outside of class time, film each pair’s improvisation. If the improvisation doesn’t go well or doesn’t contain enough expression, give feedback to the students and ask them to perform again. On the day of the exercise, describe Scenario A to the class by reading the initial two sentences of the scenario box. Then play the film of Scenario A without the sound. Ask the students to complete Question 1. Then play Scenario A a second time, this time with sound. Ask the students to complete Questions 2 and 3. Repeat the process for Scenarios B and C. After the students have analyzed each segment, ask them to discuss Question 4. Scenario A A new employee has just arrived for the first day at a new job. The supervisor gives them a brief overview of the organization before starting work. Your role: the new employee You are nervous and excited. Try to remember a time when you were new at a job or at a group such as a student organization. You want to make a good impression, but you are insecure and unsure of yourself. Remember to use body language as well as verbal language to express yourself! Scenario A A new employee has just arrived for the first day at a new job. The supervisor gives them a brief overview of the organization before starting work. Your role: the supervisor You have helped hundreds of new employees get a good start, and you believe a “sink or swim” approach is best. Consequently, you should try to reassure the new employee, but you don’t want
to overwhelm them with too much information. Think back to a time when you were responsible for orienting someone new. Remember to use body language as well as verbal language to express yourself! Scenario B Smith and Jones have worked together before and don’t like each other. They must now work closely on a project that will require months of togetherness. This is the initial planning meeting in which a schedule for the rest of the project must be agreed upon. Your role: Mr. or Ms. Smith You’re not sure why Jones doesn’t seem to like you—you just feel indifferent toward him. Try to remember a time when you had to interact with someone who seemed to dislike you. You are willing
to go along with Jones’s plans, as long as they aren’t too demanding. Remember to use body language as well as verbal language to express yourself! Scenario B Smith and Jones have worked together before and don’t like each other. They must now work closely on a project that will require months of togetherness. This is the initial planning meeting in which a schedule for the rest of the project must be agreed upon. Your role: Mr. or Ms. Jones You have really disliked Smith ever since he or she criticized a pet project of yours to your mutual boss, and got it rejected. Even worse, you suspect Smith doesn’t even remember the incident. Now you fear Smith will use this project again to insult you. Try to remember a time when you had to work with someone who you intensely disliked. Remember to use body language as well as verbal language
to express yourself! Scenario C A customer purchased a product that didn’t perform as advertised. The employee was not at fault but is responsible for satisfying the customer now. Your role: the customer You’re angry because you bought an expensive item, and it clearly does not live up to its advertising. You’re not sure what you want the company to do, but it had better be good! Try to remember a time when you were angry, and you felt that justice was on your side. Remember to use body language as well as verbal language to express yourself! Scenario C A customer purchased a product that didn’t perform as advertised. The employee was not at fault but is responsible for satisfying the customer now. Your role: the employee You really want to satisfy the customer because your job depends on it. Dealing with angry people is your usual job, and you are good at it. Try to remember a time when someone was angry at you and you managed to effectively deal with their anger. Remember to use body language as well as verbal language to express yourself! A. Observe the silent video segments that your professor shows to the class. For each segment, describe the nature of the relationship and interaction between the two individuals. What nonverbal clues did you use in reaching your conclusions? B. Next, observe the same video segments with audio included. Describe the interaction again along with any verbal clues that you relied on. Students should be able to find nonverbal and verbal cues and to accurately describe the interaction both times. C. How accurate were your assessments when you had only visual information? Explain why you were or were not accurate in your assessment of the situation. Typically, students are able to discover the nature of the interaction with nonverbal cues alone. They may be surprised to find that words add little to their understanding. D. What does this exercise show you about the nature of nonverbal factors in interpersonal communication? What advice would you now give managers about the importance of these factors? This exercise should highlight the importance of nonverbal cues for students. The implication for managers is that they should pay more attention to their nonverbal cues. Teaching Tip: You can ask the students to share with the class additional examples of the impact of nonverbal cues. Students may recall how a shouting tone of voice gets attention during an emergency
or how a professor’s frown communicates displeasure to students or how a glance from a stranger at a party can be flirtatious. management at work "Que Pasa in the Ad Agency?" Advertising to the growing Hispanic population in the United States means taking the commercial prepared for the mainstream and adapting it for this market. The case gives many examples of how companies such as Fox Sports Net, Energizer, and Southwest Airlines have been successful in communicating to the Hispanic market. 1. Case Question 1: You’re assistant director of marketing for a maker of upscale furniture, and your company is preparing to enter new markets in California and the Southwest. Entering new markets, especially one of this size, is expensive, and your boss has decided to forgo Spanish-language advertising as part of the firm’s market entry strategy. You’re inclined to disagree. What might you say to your boss to change her mind? As the case points out, there are 50 million Hispanics in the U.S. and they have tremendous buying power. A large Hispanic population exists in California and the Southwest. Not going in for Spanish-language advertising means that your company is likely to miss out on a major business opportunity. It is important to communicate to the Spanish market in their language. 2. Case Question 2: You’re a top manager in a large factory whose workforce is approximately
40 percent Hispanic. Business is down because of the recession, and you’ve learned that there’s a rumor about layoffs circulating in the grapevine. In particular, a lot of Hispanic-speaking employees seem to think that they’ll be laid off first. How should you deal with the rumor? The chapter gives pointers on how managers should deal with rumors that travel through the grapevine. The key pointer is to keep open the channels of communication and respond vigorously to inaccurate information. In this question, Hispanics are a big part of the workforce. It is thus necessary to have a Spanish speaker communicate to the Hispanic worker. If the top manager cannot do it, he/she should pick a trustworthy deputy who is fluent in Spanish to act as the conduit. 3. Case Question 3: Arnold Schwarzenegger, the Austrian-born ex-governor of California, which
is home to 13.6 million Hispanics, advised Latino immigrants that if they want to learn English more quickly, “You’ve got to turn off Spanish[-language] television. . . . I know that when I came
to this country, I very rarely spoke German to anyone.” Do you agree with Schwarzenegger’s advice to immigrants on learning English in the United States? Why or why not? Arnold Schwarzenegger's advice to Latino immigrants, suggesting that turning off Spanish-language television would help them learn English more quickly, is a complex issue with both valid points and potential drawbacks. On one hand, immersion in an English-speaking environment can indeed accelerate language acquisition, as individuals are consistently exposed to the language and forced to engage with it in various contexts. This approach aligns with the concept of immersion learning, which has been shown to be effective for language acquisition. However, it's essential to recognize that language learning is a multifaceted process influenced by various factors, including individual differences, motivation, access to resources, and cultural identity. For many Latino immigrants, Spanish-language media serves as a connection to their culture, heritage, and community. It provides not only entertainment but also crucial information and news relevant to their lives. Furthermore, completely abstaining from Spanish-language media may not be practical or feasible for everyone, especially in households where Spanish is the primary or only language spoken. For immigrants balancing work, family responsibilities, and other commitments, limiting access to Spanish-language content may create additional stress or feelings of isolation. Instead of advocating for complete avoidance of Spanish-language media, a more nuanced approach could involve incorporating English-language learning opportunities into daily life while still allowing individuals to engage with Spanish-language media in moderation. This might include attending English classes, practicing English with friends or coworkers, and consuming English-language content alongside Spanish-language media. Ultimately, while Schwarzenegger's advice may have merit in promoting English language proficiency, it's essential to consider the cultural, social, and practical aspects of language learning and to provide support and resources that empower immigrants to navigate their linguistic journey in a way that aligns with their individual needs and circumstances. Solution Manual for Management Ricky W. Griffin,9781111969714

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