Professional Leadership Module

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  • GEMS 121

    Professional Leadership

    Prepared and compiled by:

    Leonor Petra Elepao

    Pamela Rose Corales

    Marielle Benitez

    Philippine Womens University

    School Year 2013-2014

  • Course Description:[Baguio, Jones Claire]

    Preparations for careers and professional life from making resume to interview and employment, ethics in workplace, management and leadership skills, and ethics skills in entrepreneurship. General Objectives: At the end of the course, the students should be able to:

    1. Explain varying concepts of work, implications, significance and contributions to human society

    2. Appreciate value and dignity of human work, and to become fully aware of the cultural values associated with work and ethics in the workplace.

    3. Make an impressive, organize and excellent presentations of ones resume which includes the following: job objective, highlights qualifications, relevant skills and experience, work history, education and training.

    4. Understand, practice and apply the basic principles, techniques and skills in job interview.

    5. Live out all the necessary personal values for efficiency in the workplace. 6. Understand the meaning of servant leadership, its significant attributes and

    implications in leading and managing organization or people effectively and efficiently.

    7. Identify the models of servant leadership, its distinctive approach and difference from other forms or style of leadership

    8. Identify the qualities of transformative leadership, study its strategy and explore the challenges and obstacles of the concept

    9. Know and understand the basic strategies of proper balance between family and work.

    10. Identify and determine effective interpersonal relationship. 11. Know how to establish and maintain professionalism at all times, creating

    productive working environment, open channel of communication and establishing principals of mutual respect in order to build strong relationship within the workplace.

    12. Identify effective techniques in dealing with superior, colleagues and subordinates in the workplace.

  • Course Outline:

    Module 1 Entry to the World of Work Lesson 1 Understanding Work and Its Significance Lesson 2 Resume and Interview Preparation (Communication Skills) Lesson 3 Ethics and Values in Employment Dilemmas and Decision Making Skills Lesson 4 Ethics and Values in Entrepreneurship Dilemmas and Decision Making Skills Module 2 Professional Leadership skills Lesson 1 Servant Leadership Lesson 2 Transformative Leadership Module 3 Family and World of Work Lesson 1 Balance Between Family and Work Module 4 Success Factors in Your Employment Lesson 1 Interpersonal Relationships: Superior, Colleagues and Subordinates

  • Module 1 Entry to the World of Work Lesson 1 Understanding Work and Its Significance Definition of Work From the Oxford Dictionary Noun.

    1. activity involving mental or physical effort done in order to achieve a purpose or result: he was tired after a days work in the fields (works) [in combination] a place or premises for industrial activity, typically manufacturing: he found a job in the ironworks

    2. mental or physical activity as a means of earning income; employment: Im still

    looking for work the place where one works:I was returning home from work on a packed subway the period of time spent during the day engaged in such activity: he was going to the theater after work

    3. a task or tasks to be undertaken; something a person or thing has to do: they made

    sure the work was progressing smoothly the materials for this: she frequently took work home with her informal cosmetic plastic surgery: between you and me, I think hes had some work done (works) Theology good or moral deeds: the Clapham sect was concerned with works rather than with faith

    4. something done or made: her work hangs in all the main American collections

    the result of the action of a specified person or thing: the bombing had been the work of a German-based cell a literary or musical composition or other piece of fine art: a work of fiction (works) all literary or musical pieces by a particular author, composer, or artist, regarded collectively:the works of Schubert fill several feet of shelf space

  • a piece of embroidery, sewing, or knitting, typically made using a specified stitch or method. (usually works) Military a defensive structure. (works) an architectural or engineering structure such as a bridge or dam. the record of the successive calculations made in solving a mathematical problem: show your work on a separate sheet of paper

    Work-related (from Cambridge Business Dictionary) connected with your work or job Work experience (from Cambridge Business Dictionary)

    a period of time during which a young person, usually a student, works for a company or organization in order to get experience of a particular type of work

    Work-life balance (from Cambridge Business Dictionary)

    The amount of time you spend doing your job compared with the amount of time you spend with your family and doing things you enjoy

    Work instinct1

    To work is to exert effort in order to make something, to achieve something, to produce a desired effect. For human beings, to be able to do something means to make it visible that I, as the subject, is active in the world, that I exist.2 As Erich Fromm pointed it, work is an effective mean to deal with the angst of death and void. He once wrote: The principle can be formulated thus: I am because I effect.3 Therefore, working is a meaningful way to prove ones existence, and hopefully, that it is worth to be lived.

    More specifically, the work instinct is associated with the pleasure that provides the opportunity to achieve something, to surpass oneself, to exercise ones imagination and intelligence, to become a better person, to know oneself, to meet other people,

    1 From the paper of Estelle M. Morin, Ph. D., professor, HEC Montral, and psychologist, Conference. 10th World

    Congress on Human Resources Management, Rio de Janeiro, Brazil, August, 20th

    , 2004.

    2 Victor Janklvitch (1980) Le Je-ne-sais-quoi et le Presque-rien. Vol. 2. La mconnaissance. Paris : Seuil.

    3Erich Fromm, (1973). The Anatomy of Human Destructiveness. New York: Holt: Rinehart and Winston, p. 235

  • to help people, to feel competent and powerful, to be effective, etc. In sum, work is a major activity for human beings. It corresponds to the motivation to demonstrate one's existence, to transcend one's own death by leaving traces of one's existence.

    The significance of work

    The concept of meaning of work can be defined as the significance the subject attributes to work, his representations of work, and the importance it has in his life. This way of defining the meaning of work leads to identifying work definition models, as Meaning of Working International team members proposed it4, or the centrality of work, as Morse and Weiss stated it5. Work is central in many cultures, although every culture has its own values and conceptions about it. However, it seems that work is important and significant for a majority of people considering the time that individuals devote to work in their lives, the numerous functions which it accomplishes for them, and the fact that work is closely linked with other important aspects of daily life such as family, leisure, religion, and community life.6 The notion of work has several definitions, but they all share the idea of a purposeful activity. This notion generally refers to expending energy through a set of coordinated activities aimed at producing something useful. Work may be pleasant or unpleasant, and may or may not be associated with monetary exchanges. Moreover, it does not necessarily have to be accomplished in the context of a job. Generally, one can find at least three patterns: a job, a career and a call. Amy Wrzesniewski is testing the idea that individuals dispositions and beliefs about work shape their working experience. She calls it job crafting.7

    The work values

    The concept meaning of work can also be defined as ones orientation or inclination toward work, what the subject is seeking in the work, and the intents that guide his actions. Super and verko have found 5 major orientations: autonomy,

    4 MOW International Research Team (1987). The meaning of working, New York: Academic Press.; I. Harpaz & X. Fu (2002). The structure of the meaning of work: A relative stability amidst change. Human Relations, 5, 639-667

    5 N. C. Morse & R. Weiss (1955). The function and meaning of work and the job. American Sociological Review, 20(2), 191-198.

    6 George W. England & W. T. Whiteley (1990). Cross-National Meanings of Working. In A. P. Brief et W. R. Nord

    (Eds.) Meaning of occupational work, Toronto: Lexington Books, 65-106

    7 Amy Wrzesniewski, Jane E. Dutton, & G. Debebe, G. (2003). Interpersonal sensemaking and the meaning of work.

    Research in Organizational Behavior, 25, 93-135.; Amy Wrzesniewski (2002). Its not just a job: Shifting meanings

    of work in the wake of 9/11. Journal of Management Inquiry, 11(2), 230-234.; Amy Wrzesniewski & Jane E. Dutton

    (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review,

    26(2), 179-201.

    Petra

  • social advancement, self-achievement, social interactions and risk-taking.8 Ros, Schwartz and Surkiss present a theory of work values, describing four axes: conservation, self-enhancement, openness to change and self-transcendence.9 Each axis is defined by basic individual values, as shown in the figure 2.

    These researchers apply this model to explore the significance of work as a vehicle for reaching cherished goals.10 Lets take an example. John values power, achievement and self-direction; his work would be meaningful to the extent it allows him to find social status and prestige, personal success and freedom in his life. Ros and her colleagues investigated this model in 155 samples from 55 countries. In sum, there are three types of work values that seem to reach the consensus: self-actualization (autonomy, learning, self-realization, etc.), security (work conditions and benefits, safety, respect, etc.), and relations (social contact, social contribution, memberships, etc.).

    8 Donald E. Super & Branimir verko (1995) Life Roles, Values, and Careers. San Francisco: Jossey Bass.

    9 Maria Ros, Shalom H. Schwartz & Shoshana Surkiss (1999). Basic Individual Values, Work Values, andthe

    Meaning of Work. Applied Psychology. An International Review, 48(1), 49-71

    10 Ros & al., op.cit., p. 50

    Petra

  • The work coherence The concept meaning of work can be defined as an effect of coherence between the subject and the work he does, the level of harmony or balance he achieves in his relationship to work.11 The thoughts that one has about something else tend to organize themselves into balanced systems and, consequently, any incoherence leads to activities (intellectual, emotional, behavioral, etc.) to restore that balance. The sense of coherence that the subject finds in his relationship to work gives him a sense of psychological security and serenity which helps him to cope with the challenges that are inevitably involved in performing his duties.12

    Table 1 presents the characteristics of a meaningful work.

    Job Characteristic Definition Social purpose Doing something that is useful to others

    or to society, that contributes to society. Moral correctness Doing a job that is morally justifiable in

    terms of its processes and its results.

    Achievement-related pleasure Enjoying ones job, doing a job that stimulates the development of ones potential and that enables achieving ones goals.

    Autonomy Being able to use ones skills and judgment to solve problems and make decisions regarding ones job.

    Recognition Doing a job that corresponds to ones skills, whose results are recognized and whose salary is adequate.

    Positive relationships Doing a job that enables making interesting contacts and good relationships with others.

    Work is meaningful when it is done responsibly, not just in terms of its execution, but in terms of the products and consequences it engenders. It brings us to another,

    11

    Mihaly Csikzentmihalyi (1990) Flow. The Psychology of Optimal Experience. New York: Harper & Row.

    12 A. Antonovsky (1987). Unraveling the Mystery of Health. San Francisco (CA): Jossey-Bass.; D. R. Strauser & D. C.

    Lustig (2003). The moderating effect of sense of coherence on work adjustment. Journal of Employment

    Counseling, 40, 129-140

    Petra

  • often neglected, dimension in work organization models: workplaceethics or moral correctness. Recent scandals in the business world may have led to some soul searching with regard to the moral correctness of social and organizational practices, with ethical and moral problems becoming a growing concern in the workplace.13

    Lesson 2 Resume and Interview Preparation(Communication Skills)

    Resumes and C.V.'s: What's the Difference?

    Peter Newfield President of Career Resumes, Berkeley University of California According to the dictionary, a resume is a summary, as of ones employment, education, etc., used in applying for a new position. Conversely, a curriculum vitae (C.V.) is noted as a regular or particular course of study of or pertaining to education and life.

    In other words, a RESUME is a career and educational summary meant to highlight your skills and experience and a C.V. is a list mean to document every job and degree youve ever received in your life.

    Please see annex A (http://graduate.dartmouth.edu/careers/services/vita.html) A Curriculum Vitae (CV) is a summary of your educational and academic background. Its purpose is to outline your credentials for an academic position, fellowship, or grant. Its length can range from 2-4 pages. Please keep in mind each field has a different standard. Ask the faculty in your department for feedback on your CV. In applying for an academic position, an applicant is asked to submit a CV along with a Dissertation Abstract, a Statement of Research Interests, and a Statement of Teaching Interests. It is important to present a clear and well-organized application. Your goal is to make the search committee want to interview you. What to Include on Your Curriculum Vitae Primary Materials Applicant Information Education Dissertation Title and Advisor

    13

    See the special topic in Academy of Management Executive, 18(2), 2004, pp. 37-91.

  • Awards/Honors/Patents Grants/Fellowships Research Experience Teaching Experience Publications and Presentations Related Professional Experience Languages Other Memberships, Associations, Conferences References Supplementary Materials Cover Letter Dissertation Abstract Statement of Research and Scholarly Interests Statement of Teaching Interests Course lists Primary Materials

    Applicant Information

    Your name should appear on the top of each page. On the first page include your name, address, phone number, fax number, and e-mail address. Page numbers should appear on all pages except for the first. When including your e-mail address consider this communication with an employer to be professional. It is advised to avoid "nick names" or "cute" automatic responses. This also applies for phone messages.

    Education

    In reverse chronological order list all of your degrees from college on, with the name of the institution and date they were awarded. List the date you expect to receive the degree for the program you are currently in. It is standard to list the name of your advisor and your thesis title.

    From this point on you have more latitude in shaping the organization of your CV. You should be guided by your strengths, requirements for the job, and conventions of your discipline.

    Honors and Awards (Grants, Fellowships and Patents, etc.)

    Place Honors/Awards near the top of the CV (unless you have few, then put later or omit). This is a good place to list research-related and dissertation-supported grants, fellowships, awards and patents. Scientists may create a separate section for "Research Grants", which would probably come later in the CV.

  • Research Experience

    Scientists will briefly describe their postdoctoral, doctoral, and possibly undergraduate research. You should include both substance and techniques employed if relevant. List names of the institution, professor, project, and dates. Along with descriptions note any contribution you made (Some scientists append a "Statement of Research Interests")

    Teaching Experience

    Where you place this section depends on the target institution (i.e. small teaching college) as well as your strengths as a candidate. The basic information should include: Where, What, When you have taught and your titles i.e. teaching fellow or lecturer.

    Publications and Presentations

    Where you place this section depends on the strength of your publication record. If substantial, it may come first. If too lengthy or short it can come at the end of the CV or have an additional page. Some candidates will subdivide this category into:

    Publications (if have you enough, you can separate this into Books, Abstracts, Reviews, other publications, etc...). Use standard bibliographic form for publications.

    Papers and Presentations. Include dates/locations with titles of your presentations.

    Avoid listing published abstracts in with papers. List Abstracts as a separate section. Otherwise, it gives the impression of "padding."

    Related Professional Experience

    Use this category for any experience that is related to teaching, research, and administration, i.e. conference organizing, tutoring, and committee work.

    Languages

    Accurately assess your knowledge level of a language: native, fluent, proficient or working knowledge.

    Optional Sections

    Memberships of Professional Organizations Scholarly Associations Travel or Study Abroad

    References

  • Most academics tend to operate within small informal networks, the names of references will convey significant information to most readers. Most applicants will list their references at the end of their CV. Include:

    Full name Title Institutional address Telephone address/e-mail/fax

    Three references are expected, but you may add more if their evaluations would add significant information

    ** Make sure your references know they are listed and have a copy of your CV.**

    Supplementary Materials

    In addition to the CV, most academic job applications will contain the following:

    Cover Letter

    A cover letter should be concise and to the point. Certainly no longer than one page. Simply state why you are applying, why you are interested in the position/school, and your relevant background. Let them know you are appending a CV, a statement of research and teaching interests, etc. do not discuss these in the cover letter. Direct them to where they can find the information. Do not bury the information in a three page letter and make them look for it, as they won't. Use your department's letter head and your professional address. Do not use plain paper and your home address that's a big red flag (at least in Biology). Dissertation Abstract

    A dissertation abstract is a clear and concise summary of your work, placing it within its scholarly context and noting its contribution to the field. The summary should be comprehensible to people outside your field, but scholarly enough to interest those familiar with your area of expertise (Have faculty in and out of your area read this.) The summary is typically 1-2 pages appended at the end of your CV and clipped or stapled together with previous pages.

    Statement of Research and Scholarly Interests

    Scientists are customarily asked to submit a "Statement of Research". This is meant to be a 2-4 page statement of past, current, and future research interests. You should describe your past and present research methodology,

  • lab skills, and results. For the future section, tell the reader what you hope to do for the next 3- 5 years and how you might involve students (undergraduates, graduates, and post-docs) in the work. Normally, this work will follow on the momentum of your own postdoctoral studies, but if it does not (this would be rare) be sure to explain why.

    Teaching Interests

    A Statement of Teaching Interests is typically required as part of the application process for an Assistant Professor position. Tell the reader what you feel competent to teach. If you are applying for a job where teaching biochemistry is one of the requirements as stated in the job ad, then you better be sure you tell them you want to teach biochemistry. This may sound trite, but you would be amazed at the number of people who fail to follow this seemingly self-evident step. Course Lists/Transcript

    Occasionally, applicants are asked to submit a list of their graduate courses or a transcript.

    Tips on Interviews Promote Yourself without Being Self-Promotional

    Explaining why someone should hire you, or introduce you to a friend, who is hiring, can be uncomfortable. You need to sell yourself, but you don't want to sound like a salesperson. Instead of detailing what's so great about you, tell a story that covers the following:

    Situation. Explain the problem or situation that you, your unit, or your company faced.

    Tasks. Outline what your responsibility was in solving the problem. Achievements. Make clear what you did to meet your responsibility. Results. What happened as a result of your achievements? Did revenues

    increase? Did customer satisfaction improve? Use specific examples to pique your audience's interest.

    [Adapted from Guide to Getting a Job.] Three Tips for Acing an Interview

    During a job interview, it's important to explain what you can do for the company, but it is just as imperative to build trust with the person interviewing you. Here are three ways to align yourself with the interviewer:

  • Mirror body language. Even if you aren't comfortable, portray yourself as poised and friendly. When the interviewer uses open body language -- leaning in toward you or keeping her arms open -- do the same. Find common interests. Look for ways that the interviewer and you are alike. These may be shared interests or experiences. Ideally they are work-related; for example, you may both have a passion for solving tough problems. Tell stories with a moral. Every anecdote you tell should have a point. Well-shaped stories with a purpose can convey your most desirable qualities -- loyalty, work ethic, or trustworthiness.

    [Adapted from Guide to Getting a Job.] How to Talk About Your Weaknesses in an Interview

    One of the most hated, yet frequently asked, interview questions is, "What is your greatest weakness?" We all have faults, but the last place we want to talk about them is in a job interview. Next time you are up for a job, take these three steps to prepare for this dreaded question:

    Prepare an answer. Yes, you need one. Make it brief, honest, trivial, and not a fault. If possible, use something out of your control. For example, "My biggest weakness is that my professional network is in Boston, but I'm looking to relocate to Los Angeles."

    Get input. Run your answer by a few friends and colleagues to make sure it sounds reasonable.

    Ask a question back. In the interview, deflect the attention away from you by ending your response with a question for the interviewer.

    [Adapted from "The Worst Interview Question (and How to Answer It)" by Priscilla Claman.] Evaluate Your Future Manager

    Almost every job interview ends with an opportunity for you, the candidate, to ask questions. Don't treat this time as another chance to impress. Instead, use this time to assess your future boss. Ask your potential manager about a past project. This should give you a sense of how she works. Inquire about customers or colleagues. Her attitude toward others may reveal how she treats people. Watch how she answers the questions. Does she talk about herself a lot? Does he take credit for accomplishments? This data can help you better understand the manager you are getting along with the job offer.

    [Adapted from "Choose Your Boss Wisely" by Priscilla Claman.]

  • Three Tips for Conducting an Internal Interview Internal interviews are often thought of as something to simply check off on a hiring to-do list. Yet, these interviews can be a valuable source of information and the key to helping you make the right hiring decision. Here are three tips for getting these interviews right:

    Dig deeper. Even if you already know the candidate, you can learn more. Ask about experience outside of the company, either in previous jobs or through volunteer work. Assess role readiness. Because the candidate will be moving into a role she is already familiar with, ask specific questions about what she plans to do with the role. Make it real. Too often, internal interviews are done out of courtesy. If you aren't serious about the candidate, don't bother with the interview.

    [Adapted from "How to Conduct an Internal Interview" by Amy Gallo.] Lesson 3 Ethics and Values in Employment Dilemmas and Decision Making Skills and Lesson 4 Ethics and Values in Entrepreneurship Dilemmas and Decision Making Skills

    Q What is IBE (Institute of Business Ethics)? A IBE was established in 1986 to encourage high standards of corporate and business behaviour and the sharing of good practice. IBE is a registered charity, funded by corporate, association and individual subscribers. IBE's work is based on a programme of research, publications and events covering national and international issues of business conduct. We assist organisations wishing to encourage a culture based on ethical values and provide a forum for the exchange of problems and solutions. This web site contains further information about the Institute and its subscribers. The Institute also has numerous links with similar bodies overseas. Q What is business ethics? A Business ethics is the application of ethical values to business behaviour. It applies to any and all aspects of business conduct, from boardroom strategies and how companies treat their employees and suppliers to sales techniques and accounting practices. Ethics goes beyond the legal requirements for a company and is, therefore, about discretionary decisions and behaviour guided by values. Business ethics is relevant both to the conduct of individuals and to the conduct of the organisation as a whole. Q What is IBE's approach to business ethics? A The Institute of Business Ethics aims to demystify the topic of business ethics and to make it practical and tangible. IBE focuses on how ethical values and standards apply to the

  • world of business. It takes a practical rather than an academic or philosophical approach to helping with ethical dilemmas that organisations and their employees face. Q What is the difference between business ethics and an ethical business? A Business ethics relates to how any organisation conducts its business in order to make profit or achieve other goals. Any organisation can seek to do business in a way that is guided by ethical values. Whether an organisation is judged to be an ethical business however, may involve a subjective assessment of any of the following: the products and services it offers, its founding priorities, goals and values, its philanthropy, its reputation among its stakeholders, the way it treats customers and staff etc. Q How does business ethics relate to Corporate Responsibility (CR)? A If business ethics is about the application of ethical values, CR is the expression of those values both within core business strategies and as a set of commitments and obligations made to its stakeholders. CR is about an organizations approach to what it is responsible for, to whom it is responsible, and why, and this will be underpinned by its ethical values and by the policies and programmes in place to make those values operational. Q How does business ethics relate to Corporate Social Responsibility (CSR)? A An organization's core ethical values and standards should underpin everything that it does and the way its employees conduct their everyday business. Business ethics is about "doing things ethically". How an organization approaches the social and environmental impacts of its business operations and its voluntary contribution to the wellbeing of the global and local communities in which it operates, is often known as Corporate Social Responsibility (CSR); it is often about "doing ethical things". The IBE believes that an organization cannot be genuinely responsible without an embedded and inherent culture that is based on ethical values such as trust, openness, respect and integrity. This is why the IBE prefers to talk about Corporate Responsibility (CR) as a wider, concern, rather than using the more limiting 'social' tag. Q What is professional ethics? A Professional ethics relates to how people behave in relation to their chosen career. Doctors, lawyers, accountants, engineers and other professionals are expected to behave a certain way or follow specific codes of conduct. This helps to guard against their actions bringing their profession into disrepute. Living up to professional ethics can lead to dilemmas in the workplace. An example might be where a professional duty to 'whistleblow' conflicts with a sense of loyalty to a company. Professional ethical standards should always be followed. Q What is corporate ethics? A This term refers narrowly to the application of ethical values internally to business practices i.e. within a corporation. The term business ethics often embraces considerations of the role that business has to play in society as a whole and its wider, external responsibilities. Q What are some examples of business ethics issues?

  • A Some of the key issues addressed in current codes of business ethics are bribery & corruption; gifts & hospitality; conflicts of interest; diversity; health and safety, environmental stewardship and political donations & lobbying. According to IBE/MORI research published in October 2006, the three major areas of public concern are speaking out/whistleblowing (32 %), environmental responsibility (32 %) and discrimination in treatment of people (31 %). Executive pay (27 %) and harassment and bullying in the workplace (25 %) also cause the public concern. Q What are some of the newer business ethics concerns? A Supply chain management is becoming an increasingly important issue for companies, as consumers learn more about the potential environmental and social impact of the products they purchase. Other, recent concerns include customer data protection, work-home balance and the responsible treatment of suppliers. As well as being asked to identify and address their wider impacts on society, companies have been under pressure to consider "product responsibility": for example regarding fast food companies and the nutritional value of their products and alcohol companies regarding 'binge drinking' by young people. Q What are ethical dilemmas? A An ethical dilemma involves a situation that makes a person question what is the 'right' or 'wrong' thing to do. Ethical dilemmas make individuals think about their obligations, duties or responsibilities. These dilemmas can be highly complex and difficult to resolve. Easier dilemmas involve a 'right' versus 'wrong' answer. A majority of people will agree, for example, that it is morally unacceptable to pretend that someone else's work is their own. However, complex ethical dilemmas involve a decision between right and right. An example might be where you uncover a friend's misdemeanour: You have a duty to your employer to report it, but also a duty to be loyal to your friend in a situation that could lead to his or her dismissal. More resources regarding dilemmas can be found here >> Q How do you know you have made the right ethical decision? A Some companies provide employees with 'ethical tests' to help them to make decisions. These might involve a series of questions to ask yourself, such as: is it legal? Is it consistent with the company's code of business ethics? What would my mother think? How would I feel about it being on the front page of tomorrow's newspapers? IBE's 2003 publication Developing a Code of Business Ethics contains examples of corporate ethical tests. Q Who are a company's stakeholders? A Stakeholders are those groups "who can affect or [are] affected by the achievement of the firm's objectives" (Freeman, 1984). There are a number of ways of categorizing stakeholder groups. The IBE distinguishes between 'stakeholders' and 'other interested/influential parties'. Stakeholders are defined as those groups with whom the organization has a financial relationship within its day-to-day business. Stakeholders are typically the organizations employees, customers, suppliers, shareholders and government (regional and national and regulators). 'Interested parties' are those often very influential groups with whom the organization may have dealings but where no direct financial relationship exists. Examples of interested

  • parties are the media, non-governmental and campaigning organizations, competitors and local communities in which businesses operate. Q What relevance do ethics have to business? A Ethical values play an increasingly important role in business today. Firstly, companies do not operate in a vacuum, but are part of a society which expects a certain standard of behavior from businesses. According to Ipsos MORI research in September 2006, 83% of the British public say that a company's social responsibility is an important factor when deciding which product or service to purchase. At the same time, 67% believe that industry and commerce do not pay enough attention to their social responsibilities. Companies require what is often called 'a license to operate'. In other words, they need the approval of society in order to continue doing business. People expect companies to look after their staff and tell customers the truth. They also increasingly expect companies to address their environmental impacts and make sure that the people who make their products are treated fairly, wherever the company operates. Secondly, ethical values are relevant in providing guidance to staff in situations where the right thing to do is unclear. Employers can not take for granted that their staff understand what ethical standards are expected of them in carrying out their work on behalf of the company. Provision of guidance is therefore essential. Q What factors are encouraging companies to address ethics? A A series of external and internal factors are putting pressure on companies and other organizations to address their ethics. These include the increasing influence of Non-Governmental Organizations (NGOs); a pervasive media in search of stories; the knock-on effect of corporate accountancy scandals such as Enron and WorldCom; increasing legislation and the growth of Socially Responsible Investment (SRI), as well as changing consumer and employee expectations. Recent legislation such as the revised Companies Act (2006) and the Sarbanes-Oxley Act (2002) also have an impact. Q Is ethics just another burden on companies or does it pay to be ethical? A There are a number of commonsense arguments that ethical business practice positively affects company performance. For example, if employees are being treated well. it is likely that workplace productivity will increase. Similarly, the provision of a responsive customer service may result in increased customer loyalty. A 2003 IBE report found that during 1997-2001 those companies with a code of ethics for at least five years outperformed a similar sized group who said they did not have a code, on financial performance measures. A 2007 IBE report suggests that companies that provide training on business ethics outperform those that have a code but provide no training. Furthermore, having an ethics policy is seen to be good governance practice; it is one of the hallmarks of a well-run business. It can reassure investors and other stakeholders about the company's approach to its non-financial risks. It can also help to protect and enhance corporate reputation; it can motivate and encourage loyalty in staff and can be useful in terms of risk management.

  • Having an Ethics policy is also an important factor in Socially Responsible Investment criteria. Inclusion in indices such as the FTSE4Good or the Dow Jones Sustainability Index helps SRI preference. Q Do small and medium sized companies (SMEs) need codes? A Ethical standards are just as important to SMEs as to larger companies, but the key issues and concerns can be very different. The Find Out More Section of this website also provides some guidance for SMEs on how to tackle ethical issues. Today's multinational corporations were yesterday's SMEs, and IBE suggests that SMEs address ethical concerns as early as possible. Many companies make the mistake of only tackling ethical behavior when problems arise. A reputation takes years to build, but can be lost overnight. In addition, SMEs are finding that having ethical policies are a condition of tendering for contracts as larger businesses extend their ethical standards to companies in their supply chains. SMEs that are familiar with these demands can have a competitive advantage. Q How does a company start to address ethics? A If an organization wants to take ethics seriously, it needs to identify the core values to which it wishes to be committed and held accountable. It then needs to translate those values into guidance for all employees on how to act responsibly in different circumstances. See below for further details. Q What are core values? A Core ethical values are those regarded by a company as non-negotiable - they form the foundation for a set of corporate ethical standards and commitment and the organizations approach to corporate responsibility. Commonly used value words found in introductions/preambles to codes of ethics include: responsibility, integrity, honesty, respect, trust, openness, fairness and transparency. Organizations may also articulate a set of business values, such as quality, profitability, efficiency, reliability and customer service. Q How do you translate values into action? A The best way to start translating values into action is by producing a code of business ethics, often known as business principles or 'the way we work'. A codes of ethics explains the organizations approach to ethical issues, sets out its ethical commitments and standards, and provides guidance to staff on how to react to ethical dilemmas. Q How does an ethical code differ from a code of conduct? A Many companies use the phrases 'ethical code' and 'code of conduct' interchangeably, whereas the IBE finds it useful to make a distinction. A code of ethics will start by setting out the values that underpin the code and will describe a company's obligation to its stakeholders. The code is publicly available and addressed to anyone with an interest in the company's activities and the way it does business. It will include details of how the company plans to implement its values and vision, as well as guidance to staff on ethical standards and how to achieve them. However, a code of conduct is generally addressed to and intended for employees alone. It usually sets out restrictions on behaviour, and will be far more compliance or rules focused than value or principle focused.

  • Q Why produce a code? A Having a code is good corporate governance practice. The Cadbury Report on Financial Aspects of Corporate Governance, published in 1992, stated that "We regard it as good practice for boards of directors to draw up codes of ethics or statements of business practice and to publish them both internally and externally". Producing a code of business ethics helps companies to understand and address ethical issues. It encourages consistent and confident behavior amongst employees and raises awareness of company systems such as whistleblowing hotlines or corporate gift registers. Q How many companies have codes? A IBE research in January 2007 showed that about 85% of the FTSE 100 have a code of business ethics. Preliminary findings suggest that about half of the next 250 listed companies have codes. Q How might companies go about producing a code? A IBE has identified eight key steps to producing a code as part of a corporate ethics programme. Developing a Code of Business Ethics, published by IBE in October 2003, gives a detailed explanation of these steps for developing and implementing a code. The Code of Ethics section of this website provides further information on codes. Q What might a code look like? A Three approaches can be identified. The first sets out the commitments an organization makes to its relationships with is different stakeholders, such as investors, customers, employees, suppliers and business partners. The second approach highlights key issues facing the company and explains how staff should behave in these circumstances. Thirdly, some organizations use an amalgamation of the two approaches. IBE favours a stakeholder approach in identifying and considering ethical issues and concerns, but the optimal format for a code of ethics will depend on the particular organisation and its business environment. The IBE Illustrative Code of Business Ethics, published within Developing a Code of Business Ethics (2003), provides an example of what topics a code might cover. It is important for an organisation to produce its own, unique code and to select the most appropriate format for its business. Q Are all codes the same? A While there are certain issues that most organizations will want to address in their code, it is vitally important that a corporate code is designed to reflect the needs, circumstances and challenges of an individual business. One size does not fit all. The ethical issues facing a multinational oil company are very different from those facing a UK-based management consultancy. It is also important to involve employees in the process of developing a code. If the policy and code are to work, a company's approach has to reflect the concerns of its employees and other stakeholders.

  • Many codes of ethics can be found on the websites of large companies and other organisations. The IBE has an extensive database and library of codes. Q Is having a code enough? A Simply drawing up and publishing a code is never enough. After all, Enron had a code. A code of ethics or an ethics policy must be strongly embedded in an organizations culture in order to be effective in influencing behavior and decision making at all levels of an organization. It must be supported by a programme of communication, training and leadership example. This means, among other things: all staff are trained on values, standards and use of the code, managers at all levels take responsibility for code awareness and implementation among their staff, ethical values are incorporated into corporate strategy and the organization regularly reports on their ethical performance the Board should endorse and support the ethics policy and top-managers should set an example with their own behaviour the organization should ensure that employees can make enquiries on ethical issues, raise concerns and report misconduct, for example, through an internal or external speak-up line. Organizations should monitor the effectiveness of their ethics policy and review the policy regularly. IBE's 2006 publication 'Making Business Ethics Work - the foundations of effective embedding' provides details of best practice in embedding an ethics policy. Also published in 2006 by IBE, 'Living Up To Our Values: developing ethical assurance' outlines what companies can do to live up to their ethical commitments set out in their corporate code of ethics. Q Can companies achieve accreditation for their ethics? A Companies are coming under greater pressure to address and be seen to address social, environmental and ethical issues. In response, some look for external standards and verification. The IBE does not offer accreditation, but the IBE's 2002 publication Demonstrating Corporate Values - Which Standard for Your Company? explores a range of external standards and the pros and cons of each approach. A list of selected standards and guidelines can be found by clicking here. In 'Living Up To Our Values: developing ethical assurance' (2006), the IBE suggests that organisations begin by assuring their ethical performance against the standards set by their own code of ethics. Q Who in a company is responsible for business ethics? A The responsibility for the company's ethical policies and/or ethics code may rest with a human resources department, company secretary, CSR manager, risk manager, compliance officer or internal auditor. Increasingly, organisations are establishing responsibility at board level through committees such as Audit Committees or dedicated Ethics Committees. Top-management are expected show a commitment to the company's ethics code and set an example with their own behaviour. Often, middle managers are given operational responsibility for implementing and upholding the organisations' code of ethics. For a company to operate in line with a set of ethical values, all employees must take responsibility for their own ethical behaviour. However, they must be supported in this by

  • their employer. In the USA most large companies employ one or more Ethics Officers and this is an established profession. In the UK, the person responsbile for the programme is likeley to be found in the Company Secretary's office. Ethical Decision Making and Behavior [http://www.sagepub.com/upm-data/39590_Chapter7.pdf]

  • Module 2 Professional Leadership skills Lesson 1 Servant Leadership Servant-leadership, first proposed by Robert K. Greenleaf in 1970, is a theoretical framework that advocates a leaders primary motivation and role as service to others. Ten Principles of Servant Leadership By Robert Greenleaf

    1. Listening - Traditionally, leaders have been valued for their communication and decision making skills. Servant-leaders must reinforce these important skills by making a deep commitment to listening intently to others. Servant-leaders seek to identify and clarify the will of a group. They seek to listen receptively to what is being said (and not said). Listening also encompasses getting in touch with one's inner voice, and seeking to understand what one's body, spirit, and mind are communicating.

    2. Empathy - Servant-leaders strive to understand and empathize with others. People

    need to be accepted and recognized for their special and unique spirit. One must assume the good intentions of coworkers and not reject them as people, even when forced to reject their behavior or performance.

    3. Healing - Learning to heal is a powerful force for transformation and integration.

    One of the great strengths of servant-leadership is the potential for healing one's self and others. In "The Servant as Leader", Greenleaf writes, "There is something subtle communicated to one who is being served and led if, implicit in the compact between the servant-leader and led is the understanding that the search for wholeness is something that they have."

    4. Awareness - General awareness, and especially self-awareness, strengthens the

    servant-leader. Making a commitment to foster awareness can be scary--one never knows that one may discover! As Greenleaf observed, "Awareness is not a giver of solace - it's just the opposite. It disturbed. They are not seekers of solace. They have their own inner security."

  • 5. Persuasion - Servant-leaders rely on persuasion, rather than positional authority in making decisions. Servant-leaders seek to convince others, rather than coerce compliance. This particular element offers one of the clearest distinctions between the traditional authoritarian model and that of servant-leadership. The servant-leader is effective at building consensus within groups.

    6. Conceptualization - Servant-leaders seek to nurture their abilities to "dream great

    dreams." The ability to look at a problem (or an organization) from a conceptualizing perspective means that one must think beyond day-to-day realities. Servant-leaders must seek a delicate balance between conceptualization and day-to-day focus.

    7. Foresight - Foresight is a characteristic that enables servant-leaders to understand

    lessons from the past, the realities of the present, and the likely consequence of a decision in the future. It is deeply rooted in the intuitive mind.

    8. Stewardship - Robert Greenleaf's view of all institutions was one in which CEO's,

    staff, directors, and trustees all play significance roles in holding their institutions in trust for the great good of society.

    9. Commitment to the Growth of People - Servant-leaders believe that people have an

    intrinsic value beyond their tangible contributions as workers. As such, servant-leaders are deeply committed to a personal, professional, and spiritual growth of each and every individual within the organization.

    10. Building Community - Servant-leaders are aware that the shift from local

    communities to large institutions as the primary shaper of human lives has changed our perceptions and has caused a feeling of loss. Servant-leaders seek to identify a means for building community among those who work within a given institution.

    Lesson 2 Transformative Leadership What is meant by transformative leadership? How can transformative leaders be identified? Two terms are critical to illuminate the concept e.g. transformation and leadership. Transformation implies a fundamental change. The Websters dictionary defines transformation as changing the form, condition, character, or function. Leadership is defined in different ways but the elements commonly emphasized are to guide, direct and influence. Leadership, thus, connotes not simply having power or authority but having a vision and a sense of purpose. Who, then, are the transformative leaders? A transformative leader, simply defined, is a person who can guide, direct, and influence others to bring about a fundamental change, change not only of the external world, but also of internal processes.

  • Transformative leaders can be found at different levels (e.g. community, national, global), and in various sectors (e.g. society, economy, politics).

    Transformational leadership is a type of leadership style that can inspire positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

    The History of Transformational Leadership

    The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation." Through the strength of their vision and personality, transformational leaders are able to inspire followers to change expectations, perceptions, and motivations to work towards common goals.

    Later, researcher Bernard M. Bass expanded upon Burns' original ideas to develop what is today referred to as Bass Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect, and admiration from their followers.

    The Components of Transformational Leadership

    Bass also suggested that there were four different components of transformational leadership.

  • 1. Intellectual Stimulation Transformational leaders not only challenge the status quo; they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.

    2. Individualized Consideration Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of the unique contributions of each follower.

    3. Inspirational Motivation Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfill these goals.

    4. Idealized Influence The transformational leader serve as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.

    Observations

    In their classic text, Transformational Leadership, authors Bass and Riggio explained:

    "Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and, in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization."

    Researchers have found that this style of leadership can have a positive effect on the group. "Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders," explained psychologist and leadership expert Ronald E. Riggio in an article appearing on the Psychology Today website. The reason, he suggests, is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered.

    References:

    Bass,B. M. (1985). Leadership and Performance. N. Y,: Free Press.

    Bass, B. M. & Riggio, R. E. (2008). Transformational Leadership. Mahwah, New Jersey: Lawrence Erlbaum

    Associates, Inc.

    Burns, J. M. (1978). Leadership. N.Y: Harper and Raw.

  • Riggio, R.E. (2009, March 24). Are you a transformational leader. Psychology Today. Found online at

    http://blogs.psychologytoday.com/blog/cutting-edge-leadership/200903/are-you-transformational-leader

    Module 3 Family and World of Work

    Lesson 1 Balance Between Family and Work Work-life balance: Tips to reclaim control When your work life and personal life are out of balance, your stress level is likely to soar. Use these practical strategies to restore harmony. [By Mayo Clinic staff] There was a time when the boundaries between work and home were fairly clear. Today, however, work is likely to invade your personal life and maintaining work-life balance is no simple task. This might be especially true if you're concerned about losing your job due to restructuring, layoffs or other factors. Still, work-life balance isn't out of reach. Start by evaluating your relationship to work. Then apply specific strategies to help you strike a healthier balance. Married to your work? Consider the cost It can be tempting to rack up hours at work, especially if you're trying to earn a promotion or manage an ever-increasing workload or simply keep your head above water. Sometimes overtime might even be required. If you're spending most of your time working, though, your home life will take a hit. Consider the consequences of poor work-life balance: Fatigue. When you're tired, your ability to work productively and think clearly might suffer which could take a toll on your professional reputation or lead to dangerous or costly mistakes. Lost time with friends and loved ones. If you're working too much, you might miss important family events or milestones. This can leave you feeling left out and might harm relationships with your loved ones. It's also difficult to nurture friendships if you're always working. Increased expectations. If you regularly work extra hours, you might be given more responsibility which could lead to additional concerns and challenges.

  • Strike a better work-life balance As long as you're working, juggling the demands of career and personal life will probably be an ongoing challenge. Consider these ideas to find the work-life balance that's best for you: Track your time. Pay attention to your daily tasks, including work-related and personal activities. Decide what's necessary and what satisfies you the most. Cut or delegate activities you don't enjoy or can't handle or share your concerns and possible solutions with your employer or others. Take advantage of your options. Ask your employer about flex hours, a compressed workweek, job sharing, telecommuting or other scheduling flexibility. The more control you have over your hours, the less stressed you're likely to be. Learn to say no. Whether it's a co-worker asking you to spearhead an extra project or your child's teacher asking you to organize a class party, remember that it's OK to respectfully say no. When you quit accepting tasks out of guilt or a false sense of obligation, you'll have more time for the activities that are meaningful to you. Leave work at work. With the technology to connect to anyone at any time from virtually anywhere, there might be no boundary between work and home unless you create it. Make a conscious decision to separate work time from personal time. When you're with your family, for instance, keep your laptop in your briefcase. Manage your time. Organize household tasks efficiently, such as running errands in batches or doing a load of laundry every day, rather than saving it all for your day off. Put family events on a weekly family calendar and keep a daily to-do list. Do what needs to be done and let the rest go. Bolster your support system. At work, join forces with co-workers who can cover for you and vice versa when family conflicts arise. At home, enlist trusted friends and loved ones to pitch in with child care or household responsibilities when you need to work overtime or travel. Nurture yourself. Eat a healthy diet, include physical activity in your daily routine and get enough sleep. Set aside time each day for an activity that you enjoy, such as practicing yoga or reading. Better yet, discover activities you can do with your partner, family or friends such as hiking, dancing or taking cooking classes. Know when to seek professional help Everyone needs help from time to time. If your life feels too chaotic to manage and you're spinning your wheels worrying about it, talk with a professional such as a counselor or other mental health provider. If your employer offers an employee assistance program (EAP), take advantage of available services.

  • Remember, striking a healthy work-life balance isn't a one-shot deal. Creating work-life balance is a continuous process as your family, interests and work life change. Periodically examine your priorities and make changes, if necessary to make sure you're keeping on track.

    Module 4 Success Factors in Your Employment

    Lesson 1 Interpersonal Relationships: Superior, Colleagues and Subordinates RESEARCH ON SUPERIORSUBORDINATE RELATIONSHIPS There are several areas of research examining issues of superiorsubordinate communication. These include the following:

    Interaction patterns. Research that studies the communication patterns between supervisors and their subordinates. How much time is spent communicating with each other? Who initiates the communication? What is the importance of the interactions?

    Openness in communication. This line of research examines two dimensions of openness in the superiorsubordinate relationship: message sending (delivering bad news, candor in communication, providing important company facts) and message receiving (encouraging frank expressions of alternative views).

    Upward distortion. This occurs when persons of lower hierarchical rank in organizations communicate with persons of higher rank. Upward distortion falls into four general categories:

    o 1. Subordinates tend to distort upward information, saying what they think will please their supervisors.

    o 2. Subordinates tend to filter information and tell their supervisors what they, the subordinates, wantthem to know.

    o 3. Subordinates often tell supervisors what they think the supervisor wants to hear.

    o 4. Subordinates tend to pass personally favorable information to supervisors while not transmitting unfavorable information about themselves to supervisors.

    Upward influence. This line of research focuses on two dimensions of influence: (a) the effects a superior's influence in the hierarchy has on his or her relationships with subordinates and (b) subordinates' use of influence with their supervisors.

    Semantic-information distance. This research describes the gap in agreement and/or understanding on specific issues between superiors and subordinates (e.g., job duties and leaders' authority).

    Effective versus ineffective superiors. Examines prescriptive characteristics of effective and ineffective communication behaviors among organizational supervisors, as well as communication qualities of effective leaders.

  • Personal characteristics. These study the mediating effects of personal characteristics of superiors and subordinates (e.g., communication apprehension, communication competence, locus of control, and communicator style).

    Feedback. Research focusing on relationship between feedback and performance, feedback and motivation, feedback and attributional processes, the use of rewards and punishments as feedback, and the feedback-seeking behavior of individuals.

    Conflict. Research examining the role of communication in superiorsubordinate conflict (e.g., conflict management style, organizational level, power, perceptions of skills, perceptions of subordinate's personality).

    Peer Communication Peer communication is an important interpersonal facet in everyday organizational life. This area of study focuses on coworker communication within and between work groups. Peer communication is important for three reasons:

    1. Peer interpersonal communication differs from superiorsubordinate communication (e.g. relationship rules, message strategy choices). 2. Peer communication and the use of groups to accomplish work goals in organizations is increasing. 3. Peer interpersonal communication is an important source of support, friendship,

    and job satisfaction and commitment.

    Peers communicate about job requirements, provide social support, and are in a position to give advice without formally evaluating performance. Peers also may help each other solve organizational problems or issues and utilize the best strategies to use with supervisors. However, peer communication is not without problems. Peers can withhold information from one another, which makes accomplishing individual and group goals difficult. Research on Interpersonal Communication in Organizations Interpersonal communication is complex. It is a difficult proposition to communicate effectively with others while maintaining an authentic sense of self. Communication may be difficult with others owing to the wide array of interactions on a regular basis. Communication partners have different interpersonal communication experiences that contribute to how they communicate and interact with others. Exposure to multiple communication partners can be confusing if one is not familiar with recognizing and adjusting to different styles and patterns of communication. Several factors contribute to the interpersonal communication process in organizations. They include interpersonal trust, the use of nonverbal communication, cultural differences between the partners, and technology in interpersonal relationships. Interpersonal Trust in Organizations

  • The role of interpersonal communication in the development of relationships is a popular area of study for communication researchers. Interpersonal communication may occur between people who have had continual interaction or between people who do not have past experiences with each other, allowing a reduction in drawing on a historical frame of reference. Regardless of the interpersonal situation, trust is a critical factor in all interpersonal relations. Although a general term, trust is defined as positive expectations about the behavior of others based on roles, relationships, experiences, and interdependencies, as noted by Pamela Shockley - Zalabak in 2002. Shockley-Zalabak, Kathleen Ellis, and Ruggero Cesaria discussed in 2000 the central role that organizational communication plays in the behavior components of trust. These scholars highlight three primary areas of organizational trust that strengthens communication: 1. Accurate information. Information flow that is forthcoming 2. Explanations for decisions. Adequate and timely feedback on decisions 3. Openness. Managers and supervisors freely exchange thoughts and ideas with their employees TECHNOLOGY AND INTERPERSONAL COMMUNICATION Interpersonal communication is typically restricted to communication that occurs in a face-to-face environment. However, with an increase in the use and access of technologies in organizations, mediated interpersonal communication is becoming a salient area of inquiry. Knowledge of interpersonal communication has become more important in recent years, especially as organizations have expanded their activities to other countries and relied on computer-mediated communication to overcome physical distances. The rapidly increasing use of computer-mediated communication to connect members of an organization has resulted in more research relating to both computer-mediated communication and globalization. It raises questions regarding key assumptions of face-to-face interaction and highlights the need to understand interpersonal communication. This higher level of awareness is more likely to produce organizational members who recognize their own and others' communication needs, resulting in communicators who are more effective. Technology is changing the way we view and engage each other in our relationships. Communication technologies have eradicated boundaries of brick-and-mortar buildings, where face-to-face interactions were predominant, to expand time and spatial restrictions that inform interpersonal and work communication. Individuals accomplish work through various time zones, cultural differences, and particularly geographic locations. Because of this, we work with people without much information about their background, history, or experiences, much less their worldviews, values, and ideology. This may create opportunities for effective interpersonal communication or may greatly hinder it, depending on how well individuals react to this new way of working. Teleworking (individuals who work at home or in other organizationally controlled spaces) and virtual teams (individuals who work as part of a team remotely solely using communication technologies) are new interpersonal communication configurations informed by technology

  • ANNEX A http://www.ocs.fas.harvard.edu/students/materials/resumes_and_cover_letters.pdf