Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
41 Cards in this Set
- Front
- Back
|
What are some of the characteristics of communicaiton in today's workplace?
|
Mostly electronic - email, fax, instant message, screen savers. 2nd most used form is face to face communication
|
|
|
What are the pros and cons of electronic communication?
|
Pros: Fast, can reach large number of people at same time
Cons: Overabundance of info, low quality, messages out of context - no meaning, interpretation depends on relationship with sender |
|
|
Do positive relationships make a difference in communicating? If so, how?
|
Yes. Relationships determine meaning and positive relationships matter. Need to communicate in a way that enhances feelings of trust, openness and support.
|
|
|
What is defensiviness in interpersonal communication?
|
One individual feels threatened or attacked. Self-protection becomes important. Energy is spent constructing defense - ot listening. Agression, anger, competitiveness, avoidance results.
|
|
|
What is disconfiration in interpersonal communication?
|
One individual feels incompetant or unworthy. Re-establishing self-worth takes precedence. Energy is spent trying to portray self-importance, not listening. Showing off, self-centered bahavior, withdrawal, loss of motivation result.
|
|
|
What is the difference between coaching and counseling?
|
Coaching focuses on skills; counseling focuses on attitudes
|
|
|
When is it appropriate to use coaching?
|
- lack of ability
- insufficient information - incompetence - subordinate must understand the problem |
|
|
When is it appropriate to use counseling?
|
- personality clashes
- defensiveness - other factors tied to emotions - "I can help you recognize that a problem exists." |
|
|
What is a personal management interview?
|
A regularly scheduled, one on one meeting between management and subordinates. Instituting a PMI program consists of two steps:
Step 1 - A role-negotiating session which sets expectations' of employees and managers. Step 2 - A set of on-going one on one meetings to development and improvement. |
|
|
Why is a PMI important?
|
Managers provide their subordinates opportunities to receive regular feedback, to feel supported and bolstered, and to be coached and counseled. The meeting is action-oriented and identifies items to be accomplished before the next meeting.
|
|
|
How does a PMI impact supportive communication?
|
The PMI provides the two parties the chance to communicate freely, openly, and collaboratively. They provide personal time with the manager to work out issues, report information, receive coaching and counseling, and improve performance. They are also a key to building the collaboration and teamwork needed in organizations.
PMIs improve the relationship. |
|
|
What is supportive communication?
|
Interpersonal communicaton thathelps you communicate accurately and honestly especailly nin difficult circumstances, without jeopardizing interpersonal relationships. Supportive communication seeks to preserve or enhance a positive relationship between parties while still addressing a problem, giving negative feedback or tackling a difficult issue.
|
|
|
The first attribute of supportive communication: Congruent, not incongruent
|
Verbal statements match thoughts and feelings. "Your behavior really upsets me."
|
|
|
The second attribute of suppportive communication: Descriptive not Evaluative
|
A focus on describing an objective occurrence, describing your reation to it, and offering a suggested alternative. "Here is what happened; here is my reaciton; here is a suggestion that would be more acceptable."
|
|
|
The third attribute of supportive communication: Problem-Oriented, not Person-Oriented
|
A focus on problems and issues that can be changed rather than people and their characteristics. "How can we solve this problem?"
|
|
|
The fourth attribute of supportive communication: Validating, not Invalidating
|
A focus on statements that communicated respect, flexibility, collaboration, and areas of agreement. "I have some ideas, but do you have any suggestions?'
|
|
|
The fifth attribute of supportive communication: Specific, not Global
|
A Focus on specific events or behaviors and avoid general, extreme, or either-or-statements. "You interrupted me three times during the meeting."
|
|
|
The sixth attribute of supportive communication: Conjuctive, no Disjunctive
|
A focus on statements that flow from what has been said previously and facilitate interaction. "Relating to what you just said, I'd like to raise another point."
|
|
|
The seventh attribute of supportive communication: Owned, no Disowned
|
A focus on taking responsibility for your own statements by using personal "I" words. "I have decided to turn down your request because..."
|
|
|
The eighth attribute of supportive communication: Supportive Listening, no One-Way Listening
|
A focus on using a variety of appropriate responses, with a bias toward reflective responses. "What do yo uthink are obstacles standing in the way of improvement?"
Response types in supportive listening are advising (provides direction or instruction), deflecting (switches the focus from the communicator's problem to one selected by the listener), probing (asks a questionb about what the communicator just said or about a topic selected by the listener), and reflecting (mirrors back to the communicator the message that was heard) |
|
|
Lessons learned from "What Great Managers Do"
|
- focus on the uniqueness of the individual
- redefine roles based on what the employee does well - know how to activate strengths - empower employees - focusing on strengths increases employee accountability - utilize learning styles - managers need to be creative - recognition is the #1 motivator - need for training - develop self assurance in employees - synergy of strengths |
|
|
What is power?
|
Power is defined as political competence.
It's the means through which managers accomplish work. Power can lead to great good. The capacity to influence behavior. |
|
|
Distinguish between personal power and position power.
Understand strategies on how to build each. |
Personal power comes from expertise, personal attraction, effort, and legitimacy.
The four sources of personal power are organization-valued assets attributed to individuals, not to the positions they occupy or the titles they carry. They are antecedents of trust. Position-Power comes from the nature of one's position and task assignments - characteristics include centrality (access to information in a communication network), flexibility (freedom to exercise one's judgement), visibility (degree to which task performance is seen by influential people in the organization), and relevance (being associated with activities that are directly related to the central objectives in an organization). |
|
|
Positive and negative uses of power
|
Positive: interceding favorably for others, getting approval for expenditures, getting items on or off and agenda, fast access to top decision makers
Negative: being abrasive and intimidating, being cold and arrogant, betraying others' trust, being overly ambitious, not delegating. |
|
|
Human capital vs social capital. Know how they relate to personal and position power.
|
Human capital: an individual's abilities and compentencies
Social capital: a person's social connections within and outside an organization |
|
|
If one has power do they have influence?
|
Power does not equal influence. The motivation for seeking power is a main determinant of one's level of influence.
|
|
|
Define three influence strategies, understand when to use them, and the advantages and disadvantages of each.
|
Retribution: Force others to do what you say by using coercion and intimidation. Can be appropriate if you need to get someone to take serious, quick action. Disadvantages: stifles creativity, engenders resentment, seriousness of threats must increase to stay effective
Reciprocity: satisfies the self interest of both parties. Low incidence of resentment, justification for request is not required. People begin to expect specific rewards for specific actions, people feel the terms of the assignments are open for negotiation Reason: compliance is warranted because of the inherent merits of the request. Higher form of compliance - internalized commitment. Requires a lot of time to build trust and mutual understanding required to mke it work effectively, difficult to implement when parties have dissimilar backgrounds. |
|
|
Neutralize retribution
|
Focus attention on mutual dependence (your interdependence) Point out negative consequences of failing to respect your rights.
Confront the exploiting individual directly Actively resist. |
|
|
Neutralize reciprocity
|
Examine the intent of any gift or favor
Confront individuals who are using manipulative bargaining tactics Refuse to bargain with individuals who use high pressure tactics |
|
|
Neutralize reason
|
Explain the adverse effects of compliance on performance
Defend your personal rights Firmly refuse to comply with the request |
|
|
How can a manager diagnose whether poor performance is due to ability or motivation?
|
1. How difficult are the tasks being assigned to the individual
2. How capable is the individual 3. How hard is the individual tryng to succeed at the job 4. How much improvement is the individual making Low ability is generally associated with very difficult tasks, overall low individual ability, evidence of strong effort, and lack of improvement over time. |
|
|
What tools can be used to improve the ability of an employee?
|
Resupply - do you have what you need to perform this job satisfactorily
Retrain - Refit - revise the job description Reassign - either to a position of less responsibility or to one require less technical knowledge Release - employee from organization |
|
|
What are the steps recommended to improve employee ability?
|
Resupply, Retrain, Refit, Reassign, Release
|
|
|
What steps are usually skipped when trying to improve an employee's ability?
|
Release due to constraints by union agreements, company policies, seniority considerations, and govt regulations, or manager chooses to sidestep an unpleasant task.
|
|
|
Be able to define some of the costs of employee turnover.
|
termination benefits, replacing, training, orientation (less productive),
|
|
|
Define McGregor's Theory X and Theory Y
|
Theory X - a management style characterized by close supervision - people really do not want to work hard or assume responsibility so to get the job done managers must coerce, intimidate, manipulate, and closely supervide their employees.
Theory Y - workers basically want to do a good job and assume more responsibility - managements role is to assist worker to reach their potential by porductively channeling their motivation to succeed. |
|
|
Elements of an effective motivation program
|
Establish clear performance expectations
Remove obstacles to performance Reinforce performance-enhancing behavior Use rewards and discipline appropriately Provide salient internal and external incentives Be fair and equitable Provide timely rewards and accurate feedback Review group handout |
|
|
How do employees respond if they perceive inequity in the reward system?
|
They will adjust their own or their fellow workers' inputs/outputs i.e. they can decerase their inputs by leaving a few minutes early each day, decreasing their effort, decide not to complete an optional training program or find excuses not to accept difficult assignments.
|
|
|
How can managers determine what rewards employees value?
|
Have frequent, supportive, generally informal discussions with their subordinates. Discuss recent significant changes in the roles or work assignments of common acquaintances. Subordinates' responses to the consequences of the changes often provide insights into their own personal preferences.
|
|
|
Understand how an engaged employee can differ from a satisfied employee
|
High satisfaction, low performance - indulging mgmt
Low satisfaction, hight performance - imposing mgmt Low satisfaction, low performance - ignoring mgmt High satisfaction, high performance - integrating mgmt |
|
|
Mike Hoseus and "Toyota Culture"
|
Review notes from his presentation. Be able to identify the key concepts discussed in class from the presentation. For example, what are some of the key values of Toyota and Toyota employees? How does Toyota view problems? Etc.
|
