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How will you influence people to strive willingly for group

objectives in your organization( target based industry)?

Apply your interpersonal influence through communication

process towards attaining your specialized goals?

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Re: How will you influence people to strive willingly for group objectives in your organization( target based industry)? Apply

your interpersonal influence through communication process towards attaining your specialized goals?

Answer# 1

THIS EXERCISE INVOLVES FOUR ELEMENTS.1.SETTING OBJECTIVES.2.MANAGING BY INFLUENCE3.MANAGING ''CHANGE''4.MANAGING BY COMMUNICATION.=============================================1.SETTING OBJECTIVES.Stating ObjectivesOBJECTIVES are something that you will try to make happen

in the future. Since that's a ways down the road it's goodto get some checkpoints along the route. Once yourOBJECTIVES are approved, it's important to make a plan toreach them.

Taking one step at a time is best. Reaching each step showsyou're making progress and can give you a feeling ofsuccess. This will help keep you going even though there maybe problems.

Your plan works like a map and has specific statements(objectives). Objectives describe short term steps whichmust be reached along the route to your OBJECTIVES.

Objectives tell who is responsible to do what by when andhow it will be done.

It's also important to identify ways to find out if progressis being made on objectives. State things in a way that

'

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Write down your objectives, and the steps you plan to taketo reach them. It doesn't have to be a big deal. It's beenfound that you are more likely to follow your plan if you

have it written down. Also, it's important to check yourplan with your superior so that you are sure it's okay. Bydoing this you also can get your superior's support incarrying out your objectives.

OBJECTIVES can be of great value in daytoday efforts. If

your goals are not clear you may get blamed or punished fornot doing something you didn't know you were responsiblefor. You also might spend time on low priority tasks or work

that you enjoy doing instead of things that are important toyour superior and your organization.

The Role of Expectations

What you expect of your employees and what your peopleexpect of themselves has a great deal to do with how they

perform. Low OBJECTIVES mean low expectations and lowachievement. Low expectations result in individuals having

lower expectations of themselves in their ability to reachOBJECTIVES.

How hard someone will work to reach a goal depends on howimportant that goal is to them. It also depends on whether

or not they believe they can achieve it. People haveexpectations of themselves. Others also have expectationsfor them. It's been proven that people rise or fall to thelevel set for them by people who are important to them.

To get the best from your employees you need to expect thebest. You must be reasonable and keep your expectations in

line with their ability to produce. Since people are

different, you will have to take the strengths and skills ofeach individual into account. Goals should be high enough tochallenge the employee but not so high that they can't bereached. People should be encouraged to stretch, but only asfar as they can be successful. Once challenging goals havebeen set your workers will need your support, help,encouragement, and coaching.

Goals and objectives should be worked out with the employee.Listen carefully to the individual's hopes andplans and, asmuch as you can, include these in the objectives. State whatis expected clearly and specifically. Include signs ofprogress such as quantity and quality of output. These arecalled performance standards, certainly not a new idea. Makesure there is agreement on the goals, objectives, andstandards. Everyone should be expecting the same things.Such understanding will encourage workers to go ahead

comfortably.

People are more willing to have high expectations ofthemselves when they can take reasonable risks. They need tobe fairly certain they will be successful and be assuredthat if they fail, after making a real effort, they won't bepunished. Failing or making mistakes, while giving things ahard try, should be seen by all as learning experiences. Thefailure should not be seen by you, fellow workers, or the

individual as affecting their value as a person or anemployee, Having this attitude will encourage individuals to
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move ahead toward their objectives with confidence. Theywill take reasonable chances to stretch themselves and notworry about being punished or seen as unworthy.

Research shows that motivation is highest when the riskfactor is about 80/20 when the chances of succeeding arehigh. Of course the amount of risk seen as reasonabledepends on how secure and confident the individual is. The

risk factor should be tailored to the individual. Somerespond very well to such challenges. It gets their juicesflowing. Others may be a bit timid about taking chances so

they will be more cautious about setting high expectationsfor themselves.

SUMMING UP.

Here are some actions you can take as a manager to makesetting goals and objectives a successful experience.

1.Have clear goals and objectives Yourself and share themwith your employees.

2.Plan jointly with your employees. Include theirworkrelated goals and expectations in the overall goals forthe work group.

3.Check to see that work group goals fit with organizational

purposes.

4.Make sure goals are worthwhile, measurable, and realistic.

5.Be certain that objectives state who, what, when,and how.

6.Make plans to move stepbystep toward the objectives.

Watch for the blocks which may have to be faced and thinkabout ways to get around them.

but reasonable, expectations.

8. Treat honest failures and mistakes as learningexperiences. Make certain that the employees' selfworthdoesn't suffer.================================================================MANAGING BY INFLUENCELeadership is the total effect you have on the people and

events around you. This effect is your influence. Effectivleading is being consciously responsible for yourorganisational influence.

AUTHORITY AND INFLUENCE

Managers/Supervisors can accomplish results in one or twoways: through

1. Authority -the right or power to command thought,

opinion or behaviour

or through

2.Influence the power to produce results without the

direct use of force or command


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SIX STEPS TO EXPANDING YOUR INFLUENCE

Leadership is the total effect you have on the people and eventsaround you. This effect is your influence. Effective leading isbeing consciously responsible for your organisational influence.The steps to expanding your influence involve anunderstanding ofthe separation between authority and influence, followed by an

examination of your present leadership impact.

Step 1: Compare Your Influence to Your Authority

To have the ability to manage by influence, you must distinguishbetween the effect of your authority and the effect of yourinfluence. When you find that your influence is less than yourauthority and responsiblity, you're in trouble. Yourorganisation

has escaped from your control.

This may explain the Peter Principle, which says you rise toyourlevel of incompetence. Because most managers advance on thebasisof their personal strength and technical abilities, they canmanage

a small group by handson management, and still reamintechncallystrong. Thier personal supervision is enough to keep the groupunder control. As they succeed and get promoted, they reacha pointwhere they can't personally oversee all the work of the largergroup.

Now they need to rely on management skills. Yet, in many cases,these business strengths have not been fully developed and

there'sno time to stop and build them. So these managers forge ahead with their organizations slightly out of control.These managers have authority and responsibility, but notenoughinfluence. Often, they just try to exert more authority. If

you'vedone this, you know it simply doesn't work beyond a certainpoint.You become a juggler, throwing more balls into the air moment bymoment. But the time soon comes when you must can't handle anymore. Then it's time to begin managing by influence.

Step 2: Use Influence Without Authority

Let's take a closer look at authority and influence to find outwhat really gets the job done. Managers are often uncertain

abouthow they get results. Having authority clouds the issue, yetsomemight think that enough authority can get the job doneregardlessof influence.

A good salesman assumes he has 100% influence as he meets witha prospect. But suppose he doesn't make the sale. How muchinfluence did he have? You might say "none" or "not enough".Whenhe goes into the next prospect of f ice, how much

influence does a good salesman assume he has? Again, 100


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Why? Because, since he has no authority, he's forced to relyonce

more on his influence. It wouldn't make any sense for him toassumehe has no influence. If he did that, he might as well stay home.

Managers, on the other hand, do have authority and oftenattempt tomanage using only their authority. In fact, some managersact as if

they have no influence, just authority. They go out andwield onlytheir authority. And if a little doesn't work, they try wieldingmore.

Step 3: Recognise that your Influence can undermine yourauthority

A company, call it Shoe World of Sydney, hired a new manager for

one store thereby giving him authority to manage thestore. Robyn

Williams, the firm's General Manager, found that every timethe new

manager, Peter, had a problem, he would call her. She wouldsolve

the problem, and he would carry out her solution perfectly. Theonly catch: he wasn't solving problems without her.

Soon, Robyn realized whe had an extra drain on her Peterand hisproblems. She started to think she had made a mistake in hiringPeter and considered replacing him. If he couldn't do thejob shehad given him, he was no help to her. She was going to tell him

about her unhappiness, but after some thought, decided to try adifferent tactic.

On Peter's next call about a problem, Robyn asked how hewould solveit. He advised an answer that she thought would work, andshe toldhim to go ahead with it. Robyn was delighted. The next time hecalled, she did the same thing, and it worked again. After

two moreweeks of this, Peter stopped calling on her to solve problems.Robyn gained respect for Peter and several months later sheaskedhim why he was calling her so much at first. He told her, "On myfirst day, you told me, 'Anytime you have a problem, call me.' Idid, and you seemed very happy to solve the problem. Icalled again

and you acted pleased about being directly involved, so Ikept onworking with you that way. I thought that's what you wanted.I wasgoing to suggest that I make more decisions, but I wanted towait afew months till I felt more secure. Then you started totrust me,and I didn't need to mention it to you."

Robyn Williams saw how careful she had to be about little thingsshe said that could influence people and cause trouble. Shebeganconsidering the possibility that everything she does has an


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impact.She started finding little things to do to cause success.

Step 4: Enhance the Influence you Already have

You normally use 20% or less of your brain. To be smarter, youdon't need a brain transplant. You just need to use more of whatyou have.

In the same manner. You just need to learn how to use moreof what

you already have. You need to use more of your born leadership.

At first, realizing that you use so little of your influence maysound like bad news, but there's good news in it also. Ifyou canincrease the use of your influence from the present 20% upto 22%,that's an increase of 2/20ths or 10%. Wouldn't it bewonderful to

increase your effectiveness by 10%? Especially if you're alreadydoing a good job.

Ten percent more influence would make a big difference for mostmanagers. It would provide an opportunity to achieve resultsthatthey've given up on as impossible.Step 5: Identify Leadership Opportunties

What are the implications of greater influence on your part?Let'sconsider this by discussing different approaches to opening alocked door. If a door were locked and you were told to open it,but you had no key, how would you do it?

You might use a cannon and blow it open. If you did, you'dbe able

to say, "I got the job done?" But there are some undesirablesideeffects: ruined door, damaged ceiling, no more door jam, lots ofcleanup.

If, however, you had the key, would you choose the cannon? Ofcourse not! You only use harsh means when a lighter, gentler wayisn't available.

The same holds true for your leadership and influence. Sometimes

you're faced with job situations that seem to require a cannonbecause you haven't found the key. But knowing the cost of thecannon employee turmoil and distrust, permanent scars andbroken

relationships, possibly the resignation of an employee youleave

the door closed and proceed, even though slightly handicapped bythe loss of the room beyond the door. You're satisfied that thecost of the harsh, authoritative action would be greaterthan thegain.

As you reclaim more of your influence, you'll discover morekeys.

You'll be able to gently open doors that you felt were closedforever. The key is influence.

Step 6: Confront Your Influence


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When you use 20% of your brain, the 80% you are not usingdoesn'taffect you. Influence is different. You use 20% of yourinfluenceconsciously. But with influence, the 80% you are not consciouslyusing, you are unconsciously using!

When you are the boss, you are never without influence:

YOU CAN NEVER NOT LEAD

Everything you do, and everything you don'tdo, has an effect.

You lead by acts of commission, and you lead by acts ofomission. Youare always leading and influencing.

Leadership is the total effect you have on the people and eventsaround you, regardless of your authority. In this light,leadershipis influence. It differs radically from handson managment ordirect supervision.

You influence all of your people all the time. But thisshould come

as no great surprise. Managers need to be particularly aware ofthis fact. Indeed, many things may occur at your companythat youwould like to think happen inspite of you, not because of you.

So, even though you have 100% authority, not everythinghappens theway you want it to. Does this mean there is a gap between your

authority and your influence? No and yes. No: you have 100%

influence, and you can never not lead, so a gap neverappears. Yes:you use only 20% of your influence consciously, so a gap doesseparate your authority and the amount of consciousinfluence you

are exerting.

The sum of your influence conscious and unconscious totals100%. It is so pervasive that you seldom stop to take account ofit. Perhaps you've been so busy seeing what you think aresigns ofyour lack of influence that you've lost sight of the proofof yourinfluence. To gain a new objectivity, it's time to think quietly

about your life as a leader.

You gain extraordinary power when you take consciousresponsibility

for the fact that you are always Managing By Influence.

HOW TO USE LEVERAGE WHEN MANAGING BY INFLUENCE

A lever is a total that helps you to gain the ability to movea heavy load.

Managing by authority, with handson and direct supervision,provides this type of leverage. But you have to move your enda long way to achieve a small movement at the other end.

Managing By Influence employs a more powerful type of

levera e. When ou discover our full influence ou find out


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to get

more objective about the way you lead your organisation,determining how you're already leading both the good andthe bad.Corrections may require less effort and hard work than theevaluation. And some corrections begin without consciousthought,once recognition is made. Here are three ways to expand yourinfluence.

1. Ask "The Question of Influence"

You can learn how to expand your influence by observing thatpragmatic group of workers, salespeople. A good salespersonassumeshe has 100% influence at the start of every sales interview.If hemisses a sale, he doesn't assume he had too little influence. Heasks himself, "What did I do, (or not do), to make that prospect

not buy?"

Always ask yourself the Question of Influence, "What did Ido (ornot do) to make this happen (or not happen)?"2. Take a Useful Point of View

Asking yourself the Question of Influence, even when you'reconvinced you had no influence in the matter, brings you to the

second way to expand your influence: taking a usefial pointof view.Ask yourself the Question of Influence becauseyou know the truth: YOU CAN NEVER NOT LEAD. Even

if you don't recognize it at the moment, it's the truth.Disciplineyourself to take this point of view.

People take a point of view by habit. Whatever that point ofviewis, it's not something they were born with it's an outlookacquired by habit.

After you've gained the habit of taking this responsiblepoint ofview, you'll find how useful it is as a key to opening doors

thatseemed locked. Even if you can't see how you could possibly haveinfluenced a matter, ask yourself, "What did I do (or not do) tomake this happen (or not happen)?"

It's useless to assume you had no influence. It means yourorganisation is out of your control. It also means you're

helplessto make it work the way you want. Leadership is the totaleffect youhave on the people and events around you. You can become a moreeffective leader by taking conscious responsibility for yourinfluence.3. Use Those Around You As Your Mirror

Many times you will ask yourself The Question of Influence and

not know the answer. At these times, you can reach for thethird way to expand your influence: using the people aroundyou as your mirror. Ask those involved or those who canobserve you objectively,"What did I do (or not do) to makethis happen (or not happen)?"


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For example, if you've delegated a task and find it undone, youmight ask the person to whom you've delegated it, "Can youtell mewhat I did, or didn't do, that caused you to not get the

task done?I'm not asking what you could have done better,

but what / could have done better." As you ask this, you'll beleading others to imitate your sense of self responsibility bylooking to their own actions, not the actions of others, to

explain success or failure.

Don't pass up this opportunity to learn more about what you do

well. You can grow by realizing your unconscious strengthstoo, notjust your unconscious weaknesses. On a job well done, you mightacknowledge someone for his or her part in the success and thenask, "What did I do, or not do, to make it easier for you toachieve success?" Get all the feedback you can, just as thegreatsalesperson does.SEVEN TIPS FOR BUILDING YOUR INFLUENCE

1.Learn a lesson from Football Coaches and make every

action count.

2.Often ask yourself "Do I need to chancre?"

3.Don't limit yourself by your past.

4.Don't underestimate your leadership ability.

5.You can't delegate your responsibility.

6.Learn from accidents and increase your influence.

7.Monitor your influence.

NINE VARIATIONS ON THE QUESTION OF INFLUENCE

The Question of Influence is, What did Ido (or notdo) tomake thishappen (or not happen)? While these particular words askthe questionprecisely, you can use any words you prefer which convey thesamemeaning. If you have difficulty in any given situation, consider

these variations.

1.Did I follow through when I used my authority or did I

look the other way, thereby giving a conflicting message?

2.If I were one of my people, how would I feel about me in

this situation? What did they want or need from me?

3.Was I active or passive in this situation? What effect

did my passivity have?

4.How did I really want it to turn out? Did I do whatever

was needed to make that happen? Did I act as if it was ahigh priority to me?

5.Did my silence give consent or approval without my


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recognizing it? Was that counterproductive?

6.What could I have done differently? What effect would

that have had?

7.Did that success happen by accident? How did I influence

it? What part did I play?

8.Did my actions speak louder than my words?9.How would I have read my behaviour if I were one of my

people?@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

MANAGING BY CHANGE

SETTING OBJECTIVES AND DRIVING FOR RESULTSIS A CHANGE .

How do you manage change?The honest answer is that you manage it pretty much the same

way youd manage anything else of a turbulent, messy,chaotic nature, that is, you dont really manage it, yougrapple with it. Its more a matter of leadership abilitythan management skill.The first thing to do is jump in. You cant do anythingabout it from the outside.A clear sense of mission or purpose is essential. The

simpler the mission statement the better. Kick ass in themarketplace is a whole lot more meaningful than Respond tomarket needs with a range of products and services that havebeen carefully designed and developed to compare sofavorably in our customers eyes with the products andservices offered by our competitors that the majority ofbuying decisions will be made in our favor.

Build a team. Lone wolves have their uses, but managingchange isnt one of them. On the other hand, the right kind

of lone wolf makes an excellent temporary team leader.Maintain a flat organizational team structure and rely onminimal and informal reporting requirements.Pick people with relevant skills and high energy levels.Youll need both.Toss out the rulebook. Change, by definition, calls for aconfigured response, not adherence to prefigured routines.Shift to an action-feedback model. Plan and act in shortintervals. Do your analysis on the fly. No lengthy up-front

studies, please. Remember the hare and the tortoise.Set flexible priorities. You must have the ability to dropwhat youre doing and tend to something more important.

Treat everything as a temporary measure. Dont lock inuntil the last minute, and then insist on the right tochange your mind.Ask for volunteers. Youll be surprised at who shows up.

Youll be pleasantly surprised by what they can do.Find a good straw boss or team leader and stay out of hisor her way.Give the team members whatever they ask for exceptauthority. Theyll generally ask only for what they reallyneed in the way of resources. If they start asking forauthority, thats a signal theyre headed toward some kindof power-based confrontation and that spells trouble. Nip it

in the bud!Concentrate dispersed knowledge. Start and maintain an


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issues logbook. Let anyone go anywhere and talk to anyoneabout anything. Keep the communications barriers low, widelyspaced, and easily hurdled. Initially, if things lookchaotic, relax they areRemember, the task of change management is to bring order toa messy situation, not pretend that its already wellorganized and disciplined.

======================================================================HOW DO YOU INITIATE CHANGE

Often it is easier to carry out a job if there is a specificplan to follow. When major changes are to be installed,careful planning and preparation are necessary.Strengthening the forces promoting the change and weakeningresistance to it are the main tasks.

CREATE A CLIMATE FOR CHANGE

How people react to proposed changes is greatly influencedby the kind of climate for change that themanager/supervisor has created in the department.

HOW IS THE RIGHT KIND OF CLIMATE CREATED?

Supervisors and managers who have enthusiasm for progressand change build a healthy climate.

Creating the right climate is more than just passing onchanges. It involves:

Encouraging employees to seek ways of improving their jobs.

Seeking suggestions and ideas from employees.

This requires the manager/supervisor to listen and seriouslyconsider suggestions. It is easy to see that there is agreat deal of ego involvement in coming forth with an idea

for improvement. Change can become an exciting and dynamicway of life. The manager/supervisor determines the climatein which they initiate change.

GET READY TO SELL

Much of the difficulty in getting cooperation stems fromthe employees lack of understanding of how the change willaffect them. With a little effort, managers/supervisors canfind most of the answers to employees' questions before theyare even asked. Answers to these questions would be useful.

What is the reason for the change? Whom will it benefit and

how? Will it inconvenience anyone, if so, for how long? Willtraining or retraining be necessary? When does it go into

effect?

Armed with the answers to these questions amanager/supervisor can head off many objections and candevelop a plan to present the change.

IDENTIFY THE SOURCES OF HELP

Why should you, the managers and supervisors, shoulder theburden alone? Staff can frequently be a great help inpreparing to sell a change by explaining technical aspectsand demonstrating new techniques.

One of the most overlooked sources of help in introducing


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.their help the job becomes easier. Giving recognition toinformal leaders puts them in a cooperative frame of mind.

Since union stewards are often informal leaders, theircooperation ought to be solicited. The backing of unionstewards makes the job easier.ANTICIPATE OBJECTIONS

Change that upsets routines, requires new knowledge orskills, or inconveniences people are bound to meet with some

objections or resistance. Looking at a change from theemployees point of view will usually be enough to helpdetermine what their objections are likely to be. Knowingthe objections, we can, with a little creative thought, turnthese objections into advantages.

Showing the staff with reason or logic will not do the job.Managers/supervisors have to convince people that the changeis really best for them and that will not happen until their

objections are dealt with seriously.

SELL BENEFITS

Everyone is concerned with, "What's in it for me?"

"Will the change mean more satisfying work. greater

security. opportunity to show what I can do. moreresponsibility. more pay. less fatigue. less confusion.greater independence?"

The benefits used to motivate people to cooperate should beput on as personal a level as possible. It would bedishonest, however, not to recognise any disadvantages thata change may bring. These can usually be countered with longrange benefits.

One of the techniques that is helpful in identifying thecharacteristics and values of the proposed changed condition

is a "Word Picture". The picture makes the new conditiondesirable in the minds of the staff.

A)One of the ways this concept of "word picture" is used, isthe physical change in office layout or new equipment or anyother physical changes.

B)To picture or model a change in policy, organization oroperation is more difficult than the physical change. Theprinciple is the same. The picture can help in communicatingthe desirability of the change and in fine tuning the changebecause it makes it possible to discuss how things willoperate. It may take the form of a flow chart, anorganization chart or a description of relationships.

To use this approach for deciding whether to initiate achange, you can take the following steps:

Describe as clearly as possible the present situation.

Describe as clearly as possible the desired situation.

Analyse what specific changes will have to take place in thekey factors involved to produce the desired situation. Lookat such key factors as bosses, employees, equipment,

physical environment, policies and procedures, work methods,materials and time. Identify the relevant factors.

Assess the strengths of the forces promoting the desired


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situation and of those resisting it.

Determine what action to take. Choices are:

A)Do nothing, the resistant forces are stronger than theforces promoting change.

B)Act to strengthen the promoting forces and/or to weakenresistance, by concentrating one's efforts on the key factors.LISTEN IN DEPTH

Employees have a right to be heard. If employees are treated

with respect, they probably will respond in kind. They willfeel better too, if they know their concerns have beenconsidered.

FOLLOWUP

After having conscientiously sold the benefits of a change,it is tremendously important that the managers/supervisorssee that their promises have materialized. A sincere

interest in how the change has affected the employee and awillingness to make adjustments, help build the climate inwhich future changes will be initiated.

==============================================================CHANGES AND COMMUNICATION

The following steps will help you to minimize resistance:

1.Explain why. Provide all the facts about the reason forchanging. If there are risks, acknowledge them but explainwhy the risk is worth taking.

2.Objectively explain the benefits that could result fromthe change.

3.Seek questions/clarifications and answer them.

4.Invite participation and ask for suggestions because thepeople involved know the situation best.

5.Avoid surprise because this stirs unreasoning oppositionmore than any other factor.

6.Acknowledge the rough spots and explain how you plan tosmooth the change.

7.Set standards and explain your expectations.

8.Contact the informal leaders and use their resources.

9.Acknowledge and reinforce the staff's cooperation andgive them feedback on the progress.

10.Keep the two way communications open for suggestions andcorrections.=============================================########################################MANAGE BY COMMUNICATION.

The importance of communication for a manager.

Various barriers to effective communication and how toovercome them to make communication more effective.

Communication is one of the basic functions of management in


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any organ za on an s mpor ance can ar y eoveremphasized. It is a process of transmitting information,ideas, thoughts, opinions and plans between various parts ofan organization.You cannot have human relations without communication.However, good and effective communication is required notonly for good human relations but also for good and

successful business.You can use softwares like business writing software forwriting effective business communication, which is requiredat various levels and for various aspects in an organization

such as -Importance of communication for manager and employee relations:

Effective communication of information and decision is an

essential component for management-employee relations. Themanager cannot get the work done from employees unless theyare communicated effectively of what he wants to be done? Heshould also be sure of some basic facts such as how tocommunicate and what results can be expected from thatcommunication. Most of management problems arise because oflack of effective communication. Chances of misunderstandingand misrepresentation can be minimized with propercommunication system.

For motivation and employee morale:

Communication is also a basic tool for motivation, which canimprove morale of the employees in an organization.Inappropriate or faulty communication among employees orbetween manager and his subordinates is the major cause ofconflict and low morale at work. Manager should clarify to

employees about what is to be done, how well are they doingand what can be done for better performance to improve theirmotivation. He can prepare a written statement, clearlyoutlining the relationship between company objectives andpersonal objectives and integrating the interest of the two.For increase productivity:

With effective communication, you can maintain a good human

relation in the organization and by encouraging ideas orsuggestions from employees or workers and implementing themwhenever possible, you can also increase production at low cost.For employees:

It is through the communication that employees submit theirwork reports, comments, grievances and suggestions to theirseniors or management. Organization should have effectiveand speedy communication policy and procedures to avoid

delays, misunderstandings, confusion or distortions of factsand to establish harmony among all the concerned people anddepartments.Importance of written communication:

Communication may be made through oral or written. In oralcommunication, listeners can make out what speakers istrying to say, but in written communication, text matter inthe message is a reflection of your thinking. So, written

communication or message should be clear, purposeful andconcise with correct words, to avoid any misinterpretationof your message. Written communications provides a permanentrecord for future use and it also gives an opportunity toemployees to put up their comments or suggestions in writing.================================================Barriers to Effective CommunicationThere are a wide number of sources of noise or interferencethat can enter into the communication process. This can

occur when eo le now each other ver well and should


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understand the sources of error. In a work setting, it iseven more common since interactions involve people who notonly don't have years of experience with each other, butcommunication is complicated by the complex and oftenconflictual relationships that exist at work. In a worksetting, the following suggests a number of sources of noise:Language: The choice of words or language in which a senderencodes a message will influence the quality ofcommunication. Because language is a symbolic representation

of a phenomenon, room for interpreation and distortion ofthe meaning exists. In the above example, the Boss useslanguage (this is the third day you've missed) that is

likely to convey far more than objective information. ToTerry it conveys indifference to her medical problems. Notethat the same words will be interpreted different by each

different person. Meaning has to be given to words and manyfactors affect how an individual will attribute meaning toparticular words. It is important to note that no two peoplewill attribute the exact same meaning to the same words.defensiveness, distorted perceptions, guilt, project,transference, distortions from the pastmisreading of body language, tone and other non-verbal formsof communication (see section below)noisy transmission (unreliable messages, inconsistency)

receiver distortion: selective hearing, ignoring non-verbal cuespower strugglesself-fulfilling assupmtionslanguage-different levels of meaningmanagers hesitation to be candidassumptions-eg. assuming others see situation same as you,has same feelings as youdistrusted source, erroneous translation, value judgment,state of mind of two people

Perceptual Biases: People attend to stimuli in theenvironment in very different ways. We each have shortcutsthat we use to organize data. Invariably, these shortcutsintroduce some biases into communication. Some of theseshortcuts include stereotyping, projection, and

self-fulfilling prophecies. Stereotyping is one of the mostcommon. This is when we assume that the other person hascertain characteristics based on the group to which theybelong without validating that they in fact have these

characteristics.Interpersonal Relationships: How we perceive communicationis affected by the past experience with the individual.Percpetion is also affected by the organizationalrelationship two people have. For example, communicationfrom a superior may be perceived differently than that froma subordinate or peerCultural Differences: Effective communication requiresdeciphering the basic values, motives, aspirations, and

assumptions that operate across geographical lines. Given

some dramatic differences across cultures in approaches tosuch areas as time, space, and privacy, the opportunitiesfor mis-communication while we are in cross-culturalsituations are plentiful.===============================================TO OVERCOME BARRIERS AND TO BE EFFECTIVECOMMUNICATION IN BUSINESSFace-to-face meetings can result in awkward pauses and

initial shyness for those who are not brimming withconfidence. To help you over this hurdle, you can approachthe meeting fully prepared and well armed i f you have a lookat the following factors.In order to get your message across, think about what youare trying to achieve during the dialogue:


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What information do you wish to convey?

What do you want the other person to do as a result?Organise yourself beforehand. Jot down notes about yourmajor points. Be positive and keep the message simple.Clarity is Paramount for Effective CommunicationWhat is communication? In short, it's signalling. Thetransmission, by speaking, writing or gestures, ofinformation which evokes understanding.That's simple enough, isn't it? Straightforward in theorybut in practice it's fraught with dangers - particularly if

you have high expectations from these important business

connections.Communication is not just speaking, writing orgesticulating. It's more than the transmission ofinformation. Something else has to occur for thecommunication to be complete. The other party in thecommunication process has to engage their brain and receivethe message.There are some points to remember when considering the

various methods of communication and some hazards to beaware of when dealing with business relationships:Only 7% of the impact you make comes from the words you speak.The rest is visual - your appearance, the sound of yourvoice and your body language.You can break that 7% further down into sections:the type of words you usethe sort of sentences you usehow you phrase them.

Voicing Your ThoughtsPay attention to your voice. Tone, inflection, volume andpitch are all areas to consider. Most people don't need todevelop their speaking voice, but there are many who do notunderstand how to use it effectively.The simplest way is to compare the voice to a piece of music- it is the voice that is the instrument ofinterpretation of the spoken word.Those who have had some training in public speaking

sometimes use mnemonics as memory joggers for optimum vocaleffect. One simple example is R S V P P P:RhythmSpeedVoice

Pitch

PauseProjection.----------------------------------------Key Techniques FOR OVERCOMING BARRIERS IN COMMUNICATIONFocus the discussion on the information neededJudy, I've noticed in the past month that you've fallenbehind on keeping the project schedule current. I'd like tofigure out with you what we both can do to get it back on track.

Use open-ended questions to expand the discussionYou've always kept the schedule up to the minute-until abouta month ago. Why the change?

Use closed ended questions to prompt for specifics"What projects are you working on that take time away fromyour work on this project (warning: closed ended questionsare often disguised as open ended as in "Are you going tohave trouble finishing this project?)

Encourage dialogue through eye contact and expressionThis involves nodding in agreeemnt, smiling, leaning towardthe speaker, making statements that acknowledge the speakeris being heard.


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This can be done by restating briefly what the other personis saying but don't make fun of it

"So it sounds like these phone calls have ended up taking a

lot more time than you or Jay expected; you think the threeof us should talk about priorities; is this your position?"

Summarize the key points;try to get some agreement on the next steps and showappreciation for the effort made so far. "So let's call Jay

right now and set up a time when we can meet and iron thisout; keeping the schedule updated is a high priority and I'dlike to get this settled by Wednesday.

========================================THE BARRIERS CAN ALSO BE OVERCOME WITHCharacteristics of Effective FeedbackEffective Feedback has most of the following characteristics:descriptive (not evaluative)(avoids defensiveness.) Bydescribing one's own reactions, it leaves the individual feeto use it or not to use it as he sees fit..avoid accusations; present data if necessarydescribe your own reactions or feelings; describe objective

consequences that have or will occur; focus on behavior and

your own reaction, not on other individual or his or her

attributessuggest more acceptable alternative; be prepared to discussadditional alternatives; focus on alternativesspecific rather than general.

focused on behavior not the person. It is important that werefer to what a person does rather than to what we think heis. Thus we might say that a person "talked more than anyoneelse in this meeting" rather than that he is a "loud-mouth."It takes into account the needs of both the receiver andgiver of feedback. It should be given to help, not to hurt.We too often give feedback because it makes us feel betteror gives us a psychological advantage.It is directed toward behavior which the receiver can do

something about. A person gets frustrated when reminded of

some shortcoming over which he has no control.It is solicited rather than imposed. Feedback is most usefulwhen the receiver himself has formulated the kind ofquestion which those observing him can answer or when heactively seeks feedback.Feedback is useful when well-timed (soon after thebehavior-depending, of course, on the person's readiness tohear it, support available from others, and so forth).

Excellent feedback presented at an inappropriate time may domore harm than good.sharing of information, rather than giving advice allows aperson to decide for himself, in accordance with his owngoals and needs. When we give advice we tell him what to do,and to some degree take away his freedom to do decide forhimself.It involves the amount of information the receiver can userather than the amount we would like to give. To overload a

person with feedback is to reduce the possibility that hemay be able to use what he receives effectively. When wegive more than can be used, we are more often than notsatisfying some need of our own rather than helping theother person.It concerns what is said and done, or how, not why. The"why" involves assumptions regarding motive or intent andthis tends to alienate the person generate resentment,

suspicion, and distrust. If we are uncertain of his motivesor intent, this uncertainty itself is feedback, however, andshould be revealed.


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It is checked to insure clear communication. One way ofdoing this is to have the receiver try to rephrase thefeedback. No matter what the intent, feedback is oftenthreatening and thus subject to considerable distortion ormisinterpretation.

It is checked to determine degree of agreement from others.Such "consensual validation" is of value to both the senderand receiver.It is followed by attention to the consequences of thefeedback. The supervisor needs to become acutely aware of

the effects of his feedback.It is an important step toward authenticity. Constructivefeedback opens the way to a relationship which is built on

trust, honest, and genuine concern and mutual growth.Part of the feedback process involves understanding andpredicting how the other person will react. Or in the caseof our receiving feedback, we need to understand ways thatwe respond to feedback, especially threatening feedback.People often react negatively to threatening feedback. Thisreaction can take a number of forms including:selective reception and selective perceptiondoubting motive of the giver

denying validi ty of the datarationalizing

attack the giver of the dataFollowing the guidelines to effective feedback can go a longway to limit these kinds of reactions but we need to beconscious of them nonetheless and be ready to reactappropriately.When we are on the receiving end of feedback we should becareful to avoid these pitfalls. Try to keep these points in

mind.try not to be defensivecheck on possible misunderstanding ("Let me restate what Iam hearing")gather information from other sourcesdon't overreactask for clarification

=================================THERE ARE MANY TOOLS AVAILABLE TO IMPLEMENT

AND ENABLE THE MANAGERS TO COMMUNICATE EFFECTIVELY.======================================================After action reviewA process that helps teams to learn quickly from theirsuccesses and failures and share their learning with otherteams. Involves conducting a structured and faci litateddiscussion after a task or project has been completed toreview what should have happened, what actually happened andwhy it happened; this allows participants to learn how to

sustain strengths and improve on weaknesses in subsequenttasks or projects.

Balanced scorecardA business model developed by Kaplan and Norton as a tool tomeasure organisational performance against both short and

long-term goals. The balanced scorecard is designed to focusmanagers' attention on those factors that most help thebusiness strategy and so alongside financial measures, itadds measures for customers, internal processes and employeelearning. Some organisations have used the balancedscorecard model in setting and measuring knowledgemanagement strategies.

Benchmarking

The practice of comparing the performance of yourorganisation, department or function against the performance


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of 'the best' - whether they be other organisations,industry standards or internal departments. The aim is tolook at how well you are doing compared to others in thesame field or industry, and to learn from their bestpractices as a basis for improving your own.

Best practice (or: Good practice)A process or methodology that has been proven to work well

and produce good results, and is therefore recommended as amodel. Some people prefer to use the term 'good practice' asin reality it is debateable whether there is a single 'best'

approach.

CoachingA one-to-one relationship that aims to bring aboutindividual learning and performance improvement, usuallyfocusing on achieving predefined objectives within a

specific time period. The role of the coach is to create asupportive environment in which to challenge and develop thecritical thinking skills, ideas and behaviours of the personbeing coached, so that they might reach their full potential.

Double-loop learning (or: Generative learning)In contrast to singleloop learning , which involves usingknowledge to solve specific problems based on existing

assumptions and often based on what has worked in the past,double-loop learning goes a step further and questionsexisting assumptions in order to create new insights.

E-LearningThe use of electronic information systems (especiallyinternet technologies) to deliver learning and training.

ExtranetA website that links an organisation with other specific

organisations or people. Extranets are only accessible tothose specified organisations or people and are protectedvia passwords.

GroupwareComputer software applications that are linked together by

networks, and so allow people to work together and shareelectronic communications and documents

InformationData that has been organised within a context and translatedinto a form that has structure and meaning. (Note: whilemost people have an idea about what information is, it israther difficult to define in a meaningful way).

IntranetA computer network that functions like the internet, but the

information and web pages are located on computers within anorganisation rather than being accessible to the general public.

Continuous --Learning organisationAn organisation that views its success in the future asbeing based on continuous learning and adaptive behaviour.

It therefore becomes skilled at creating, acquiring,interpreting and retaining knowledge and then modifying itsbehaviour to reflect new knowledge and insights.

MentoringMentoring is a one-to-one learning relationship in which asenior member of an organisation is assigned to support the


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or her knowledge, experience and wisdom with them. Relatedterm: Coaching (Note: While the strength of mentoring lies

in transferring the mentor's specific knowledge and wisdom,in coaching it lies in the coach's ability to facilitate anddevelop the other's own personal qualities.)

Organisational learningThe ability of an organisation to gain knowledge fromexperience through experimentation, observation, analysisand a willingness to examine both successes and failures,

and to then use that knowledge to do things differently.While organisational learning cannot happen withoutindividual learning, individual learning does notnecessarily produce organisational learning. Organisationallearning occurs when an organisation becomes collectivelymore knowledgeable and skillful in pursuing a set of

goals.Single-loop learning (or: Adaptive learning)

Is This Answer Correct ? 2 Yes 0 No

Other Business Management AllOther Interview Questions

Question Asked @ Answers

Doing an MBA thru Distance Education which University is best 1.Anna University-

Chennai (or)2.Bharathidasan University-Trichy. 2

what is the basic deference between mission and vision? 2

1. What are the different levels of Management? Describe the role of the people at

each level of management? 1

Identify some of prominent failures of Ideas/projects/business units from corporate

sector ( For instances- Subhiksha Retails ,Vishal Mega Mart,Daewoo Matiz in India

etc) and critically evaluate the causes for these failures/losses and give your

recommendations for possibility of survival or rejuvinate of these failures?

1

mbo was first suggested by 4

I was working for a major Bank for five (5) yrs. in NYC as a opertional manager and

was sent to India several times to train staff at new location. I fell in love with a

member of the staff in India and resigned from my postion in NYC. I have been in

India since April,2011 and will be returning in January, 2011 with my partner. Whatreason do I give for living in India for 10 months with no job?

Bank-Of-America 2

how to develop a new product 2

which is the largest constituency in india in terms of no of voters??? 2

SBI Associate banks PO interview SBI 1

why do you want to persue mba? 1

How many stairs did you climb before getting into my chamber....???? (subject to the

location of the chamber)GE 3

I am doing training in Information and knowledge Management at NCSI at Bangalore,

What role I need to play in the organization or corporate sector?NCSI 1
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