WHAT IS MANAGEMENT - Novellanovella.mhhe.com/olc2/dl/582338/ghilyer1_im03_FINAL.doc · Web viewHe needs to repair the conflict he has created with his new policy. Lecture outline

COMMUNICATION SKILLS

Other Teaching Tools 3.2

Video Notes 3.3

Brief Chapter Outline and Learning Goals 3.4

Lecture Outline and Lecture Notes 3.6

Notes for End-of-Chapter Materials 3.19

REVIEW QUESTIONS 3.19

DISCUSSION EXERCISE 3.1 The Secret of BMW’s Success 3.19

DISCUSSION EXERCISE 3.2 What Works in Women’s Networks 3.20

Career Management Notes 3.22

Study Skills Notes 3.31

Lecture Links 3.32

LECTURE LINK 3-1 Types of Nonverbal Communication 3.32

LECTURE LINK 3-2 E-Mail Rules 3.32

Critical Thinking Exercises 3.34

CRITICAL THINKING EXERCISE 3-1 Multiple Meanings of Words 3.34

CRITICAL THINKING EXERCISE 3-3 Gender-Neutral Language 3.35

CRITICAL THINKING EXERCISE 3-3 Rate Your Listening Skills 3.36

CRITICAL THINKING EXERCISE 3-4 Choosing a Communication 3.37 Method

Bonus Case 3.39

BONUS CASE 3-1 The China Challenge 3.39

3.1

CH

APT

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3

OTHER TEACHING TOOLS

For a description of each of these valuable teaching tools, please see the Preface in this manual.

Student Learning ToolsStudent Online Learning Center (OLC) (www.mhhe.com/ghillyermanagement) Student Study GuideSpanish Translation Glossary (OLC)Spanish Translation Quizzes (OLC)

Instructor Teaching ToolsInstructor Online Learning Center (www.mhhe.com/ghillyermanagement)Annotated Instructor’s Resource ManualIRCD (Instructor’s Resource Manual, Test Bank, PowerPoints, EZtest)Asset Map PageOutPowerPoint Presentations (on IRCD and OLC)Test Bank Management at the Movies (DVD)Management Videos on DVD Enhanced Cartridge optionSpanish Translation Glossary (OLC)

3.2 MANAGEMENT: A REAL WORLD APPROACH: Instructor’s Resource Manual

VIDEO NOTES

Two video series are available for use with MANAGEMENT: A REAL-WORLD APPROACH.

Management at the Movies This innovative video collection includes video clips from twenty of the best Hollywood films.

The Video Notes section of this Instructor’s Resource Manual (beginning on page V.1) provides In-structor’s Teaching Notes for each of the video segments, along with Student Materials keyed to chapter concepts.

MOVIE 15. “The Terminal” (“Crack in the System”) (1:43)This clip shows an immigration officer trying to explain to a foreign traveler why he will

not be allowed to enter the U.S. It illustrates the barriers to effective communication, specifically language and cultural barriers.

MOVIE 19. “Trading Places” (“A Couple of Bookies”) (1:34)This video clip shows a rookie trader’s first introduction to commodity trading. It illus-

trates communication as propaganda.

MOVIE 20. “A League of Their Own” (“Diamond Girls”) (2:02)This clip shows a news reel promoting the All-American Girls’ Baseball League. It

shows how a firm can market its product.

Management Videos on DVDAlso included are twenty videos geared to individual chapter topics. The teaching notes for these

videos are also included in the Video Notes section of this Instructor’s Resource Manual, beginning on page V.50.

VIDEO 3: “Pike Place Fish Market” (14:45)By stressing coaching techniques at all levels this video discusses the importance of com-

munication in business success.

CHAPTER 3: Communication Skills 3.3

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BRIEF CHAPTER OUTLINE AND LEARNING GOALS

CHAPTER 3

Communication Skills

I. COMMUNICATION AS A MANAGEMENT SKILLLEARNING OBJECTIVE 1Define communication, and explain why effective communication is an important management skill.

II. INTERPERSONAL COMMUNICATIONLEARNING OBJECTIVE 2Describe the interpersonal communication process.

A. Conflicting or Inappropriate AssumptionsB. SemanticsC. PerceptionD. Emotions either Preceding or during Communication

III. LEARNING TO COMMUNICATEA. Understanding the AudienceB. Developing Good Listening Skills C. FeedbackD. Understanding the Importance of Nonverbal Communication

IV. WRITTEN COMMUNICATIONLEARNING OBJECTIVE 3Understand the importance and appropriate use of written and oral communication.

A. Principles of Good Writing

V. ORAL COMMUNICATIONA. The Importance of Oral CommunicationB. Developing Oral Communication Skills

VI. CHOOSING THE BEST METHOD OF COMMUNICATION


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► LEARNING OBJECTIVE 4Identify the best means of communication as it pertains to specific situations.

VII. COMMUNICATING WITHIN THE ORGANIZATIONLEARNING OBJECTIVE 5Explain the most common mechanisms for com-municating within the organization.

A. The GrapevineB. E-MailC. The Internet D. Intranets

VIII. COMMUNICATION IN INTERNATIONAL BUSINESS ACTIVITIESLEARNING OBJECTIVE 6Understand the challenges of communication in international business activities.


LECTURE OUTLINE AND LECTURE NOTES

THE WORLD OF WORK

Under New Management (Text pages 54-55)

Tony, the new manager of Taco Barn, is now in his new role as the restaurant manager and has made a change to the scheduling process. Jack, the former manager, was very understanding, working with all employees regarding their weekly schedules. However, Tony has decided to make a policy change that places the responsibility on all employees to find a replacement if they can not make it to work. He has written this in a new store policy for all employees to read.

1. Why is it so important for Tony to “put his stamp” on the Taco Barn as the new manager?

First, Tony is the new manager and he is in position to run his store within the guidelines of basic management authority. This authority directs back to him as the manager of the Taco Barn and reflects his style of management. What Tony is doing with the memo is also using his communication skills with his staff (see the section “Communication as a Management Skill”.) With his memo, Tony will have to deal with the perception each employee will have as they interpret his message. And, by using a memo to convey his message, Tony has allowed each employee to read into his message. Without good dialogue, this can cause both the short and long-term problems.

2. Did Tony make the right choice here? Why or why not?

Tony is new to the position and to the decision making that goes along with the store manager job. His reasons for what he did are based on his own interpretation of scheduling, as opposed to how Jerry did the scheduling. If Tony truly believes he wants to run a tight ship with regards to scheduling, then his memo has merit. And, if Tony follows up his memo with the same attitude and explains why he decided to take this approach, then his current employees will have to choose to either follow the new schedule changes or to look for employment elsewhere. In the process, Tony will look for and hire new employees who can live with these scheduling rules. However, if Tony does not keep this scheduling pol-icy, he will have disrupted his employees’ confidence about working with the manager regarding the schedule.

3. What do you think the team’s reaction will be?

Without question, dramatic changes bring dramatic results. The employees of Taco Barn, based on this new scheduling policy, will most likely dislike the change of managers. Change is usually stress-ful for all levels of employees, and when change also brings new ways of doing things, employees can re-act with unhappiness, mistrust, a perceived lack of care for their opinion, lack of professionalism, and a general feeling of not being appreciated. Tony has shaken his employees with this new policy and he will face some employee mending going forward. Tony will be dealing with conflict (see the “Interpersonal Communication Process” section of the lecture outline.) There is not one quick answer to fix the problem he has created.

4. What could Tony do differently here?

Tony is new and needs to build confidence and trust in his abilities as a new manager. While Tony must deal with his own feelings of loneliness or uncertainty in his new position, he has to try to overcome this emotion and build his team to get the results he wants as the new restaurant manager of Taco Barn. Tony needs to call a store meeting and have an open discussion about how this transition can happen with minimal problems. He needs to repair the conflict he has created with his new policy.


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LECTURE OUTLINE LECTURE NOTES

I. COMMUNICATION AS A MAN-AGEMENT SKILL

LEARNING OBJECTIVE 1Define communication, and explain why effective com-munication is an important management skill. (Text page 56)

A. COMMUNICATION is the act of exchang-ing information.

B. Managers need communication skills because they must be able to:

1. give direction to the people who work for them

2. motivate people 3. convince customers that they should

do business with them 4. absorb the ideas of others 5. persuade other people

POWERPOINT 3-1Chapter Title(Refers to text page 54)

POWERPOINT 3-2Learning Objectives(Refers to text page 55)

POWERPOINT 3-3Communication as a Man-agement Skill(Refers to text page 56)

TEXT FIGURE 3.1Communicating in the Business World (Text page 56)

POWERPOINT 3-4Communication as a Man-agement Skill (continued)(Refers to text page 56)


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II. INTERPERSONAL COMMUNICATIONLEARNING OBJECTIVE 2Describe the interpersonal communication process. (Text pages 57-63)

A. Because managers spend so much time with employees, effective communication is critical.

1. INTERPERSONAL COMMU-NICATION is an interactive process between individuals that involves sending and receiving verbal and non-verbal messages.

2. Steps in the interpersonal communica-tion process:

a. An event or condition generates information.

b. The desire to share information creates the need to communicate.

c. The sender then creates a message and communicates it.

d. The receiver perceives and interprets the message and creates a reply.

e. The reply can generate a response by the sender.

3. Many factors interfere with this process.

TEXT FIGURE 3.2Interpersonal Communica-tion Process (Text page 57)

POWERPOINT 3-5Interpersonal Communica-tion (Refers to text page 57)

ETHICAL MANAGEMENT (Text page 58)

You have worked at the same company with your best friend for the last ten years. In fact, he told you about the job and got you the interview. He works in the marketing department and is up for a promotion to marketing director – a position that he has been wanting for a long time. You work in sales, and on your weekly conference call the new marketing director, someone recruited from outside the company, joins you. Your boss explains that although the formal announcement hasn’t been made yet, the company felt it was important to get the new director up to speed as quickly as possible. He will be joining the company in two weeks, after completing his two-week notice with his current employer.


LECTURE OUTLINE LECTURE NOTESShould you tell your friend what happened?

Sharing information among friends on the job has no formal boundaries. Therefore, all partici-pating parties enter this exercise at their own risk. Being privy to important information can happen. Us-ing this information has to be done carefully and can have consequences. Telling a friend that a job that he wanted has already been filled is using unannounced information. Generally speaking, it should be kept under wraps until a formal announcement is made. However, the culture of the company is another variable. Their practices on these matters might be very informal. A better decision might be to encour-age your friend to ask his direct boss for an update on the hiring of the new marketing director position, thus taking the pressure off you to convey this information. If the boss does not handle the request for a hiring update in an informative and professional way, it might suggest that working for the company might need closer viewing.

B. Conflicting or Inappropriate Assump-tions

1. Without feedback, the sender may assume communication is flowing smoothly when it isn’t.

2. Assumptions can interfere with inter-pretation of meaning.

C. SEMANTICS is the science or study of the meanings of words and symbols.

1. A word may mean very different things to different people.

2. Problems involved in semantics a. Some words and phrases have

multiple interpretations. b. Groups of people in specific

situations often develop their own technical language.

3. Words are the most common form of interpersonal communication.

D. PERCEPTION deals with the mental and sensory processes an individual uses in interpreting information received.

1. Perception begins when the sense organs receive a stimulus, which is the information received.

POWERPOINT 3-6Conflicting or Inappropri-ate Assumptions (Refers to text page 58)

TEXT FIGURE 3.3Interpretations of The Word “Fix” (Text page 59)

POWERPOINT 3-7Semantics(Refers to text page 58)

CRITICAL THINKING EXERCISE 3-1Multiple Meanings of WordsMany words in the English language have multiple meanings. This exercise asks students to identify all the meanings of the word “run.” See complete exercise on page 3.34 of this manual.

POWERPOINT 3-8Perception and Emotions(Refers to text pages 59-60)


LECTURE OUTLINE LECTURE NOTES 2. The sense organs respond to, shape,

and organize the information received. 3. The brain further organizes the infor-

mation, resulting in perception. 4. Different people perceive the same

information differently. 5. Selective perception often distorts the

intended message.

PROGRESS CHECK QUESTIONS (Text page 59)

1. What is communication?2. Define interpersonal communication.3. What is semantics?4. What is perception, and what role does it play in com-

munication?

E. Emotions Either Preceding or During Communication

1. Emotions affect our disposition to send and receive communication.

2. Managers need good communication skills to manage the emotional, as well as the physical, environment.

CRITICAL THINKING EXERCISE 3-2Gender-Neutral LanguageMost people now refer to “businessmen” as “business people” or “sales associate.” This exercise lets students practice identifying gender neutral substitutes for twelve common words. See com-plete exercise on page 3.35 of this manual.

III. LEARNING TO COMMUNICATEA. Managers communicate both in writing and

verbally.B. Understanding the Audience 1. To communicate effectively, managers

need to identify their audience. 2. The text uses the example of a hotel

manager communicating with employ-ees and with higher management.

C. Developing good listening skills is one of the most important management skills.

1. Active listening involves absorbing

TEXT REFERENCEStudy Skills Box: Keys to Good Study Habits Gives students suggestions for improving their study skills. (Box in text on page 62.) An additional exercise and discussion is available in this chapter on page 3.22.

POWERPOINT 3-9Learning To Communicate(Refers to text pages 60-61)

CRITICAL THINKING


LECTURE OUTLINE LECTURE NOTESwhat another person is saying and responding to the person’s concerns.

2. Tests show that most people do not listen actively.

3. To improve communication effective-ness managers need to learn to be active listeners.

4. Steps in active listening: a. Identify the speaker’s purpose. b. Identify the speaker’s main ideas. c. Note the speaker’s tone as well as

his or her body language. d. Respond to the speaker with

appropriate comments, questions, and body language.

D. Feedback 1. Effective communication is a two-way

process. 2. Feedback, the flow from the receiver

back to the sender, lets the sender know whether the receiver received the message and vice versa.

E. Understanding the Importance of Non-verbal Communication

1. Paralanguage includes the pitch, tempo, loudness, and hesitations in verbal communication.

2. Gestures, body posture, and eye contact communicate information.

3. Nonverbal communication supple-ments verbal communication and can change its meaning.

EXERCISE 3-3Rate Your Listening SkillsThis short quiz lets students assess how good their listen-ing skills actually are. See complete exercise on page 3.36 of this manual.

TEXT FIGURE 3.4Are you a Good Listener? (Text page 61)

POWERPOINT 3-10Developing Good Listening Skills(Refers to text pages 61-62)

TEXT FIGURE 3.5Using Active Listening (Text page 61)

POWERPOINT 3-11Feedback(Refers to text pages 62-63)

LECTURE LINK 3-1Types of Nonverbal Com-municationAs much as 93% of emotional meaning is communicated nonverbally. Seven nonverbal communi-cation types are discussed. See complete lecture link on page 3.32 of this manual.


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IV. WRITTEN COMMUNICATIONLEARNING OBJECTIVE 3Understand the importance and appropriate use of writ-ten and oral communication. (Text pages 63-65)

A. Effective managers need to identify the purpose of the document, the audience, and the main points to convey.

B. Principles of Good Writing 1. Write as simply and clearly as

possible. 2. The content and tone of the document

should be appropriate for the audience.

3. Proofread the document.PROGRESS CHECK QUESTIONS (Text page 64)

5. What is feedback, and how does it affect the commu-nication process?

6. What are the four key steps of active listening?7. Explain the importance of nonverbal communication

in interpersonal communication.8. What are the three basic principles of good writing?

TEXT FIGURE 3.6Identifying the Purpose, Audience, and Main Point of a Document (Text page 63)

POWERPOINT 3-12Written Communication(Refers to text pages 63-64)

V. ORAL COMMUNICATIONA. Oral communication, the most common

form of communication, can occur formally or informally.

B. The Importance of Oral Communication 1. Managers need good oral communica-

tion skills to give clear instructions, motivate employees, and persuade other people.

2. Effective communication can set the tone within a company.

C. Developing Oral Communication Skills: Some Guidelines

POWERPOINT 3-13Oral Communication(Refers to text pages 64-65)


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LECTURE OUTLINE LECTURE NOTES 1. Make emotional contact with listeners

by addressing them by name. 2. Avoid speaking in a monotone. 3. Be enthusiastic and project a positive

outlook. 4. Avoid interrupting others. 5. Always be courteous. 6. Avoid empty sounds or words, such as

“un,” “um,” “like,” and “you know.”


9. Explain the difference between formal and informal oral communication.

10. Successful managers use their oral communication skills in three primary ways. What are they?

11. List the six steps for effective communication.12. How could you improve your oral communication

skills?

TEXT REFERENCECareer Management Box: Career “Terminology” That Will Help This box reviews career terminology and explains the personal career qualitiesstudents need to develop. (Box in text on page 65.) An additional exercise and discussion is available in this chapter on page 3.22.

VI. CHOOSING THE BEST METHOD OF COMMUNICATION

LEARNING OBJECTIVE 4Identify the best means of communication as it pertains to specific situations. (Text pages 65-66)

A. Verbal communication is most appropriate for sensitive communication.

B. Written communication is most appropriate for communicating routine information.

CRITICAL THINKING EXERCISE 3-4Choosing a Communication MethodThis exercise asks students to decide on the appropriate communication method (channel) for several situa-tions. See complete exercise on page 3.37 of this manual.

POWERPOINT 3-14Choosing the Best Method of Communication(Refers to text pages 65-66)

CASE INCIDENT 3.1

Starting a New Job (Text page 66)

A new employee of a large computer manufacturer, Otis, has told his immediate boss, Jack, that he is quitting his job, based on all the miscues and lack of professionalism in his training for the new job. The boss responds with very little sympathy and tells stories of his hiring and how much worse his experience was. In the process, the new employee has to make a decision about staying on the job or looking for new employment.



1. What grade would you give Jack on this interview?

Not a good grade. Jack just validated the organizational mess that he is a part of and, in the process, has given Otis even more reason to leave the company. Jack also made the mistake of sharing with Otis how much more difficult he had it when he began. This tells Otis that the company has been unorganized for a long time.

2. What suggestions do you have for Jack to help his company avoid similar employee turnover problems in the future?

Jack has to seriously commit to fixing the problem. Anything less would be a hollow motion that employees would see through. Jack needs to have a meeting with the human resource department and upper management to begin fixing the problems of hiring and training of new employees. From this meeting, new procedures must be instituted, including any manual materials and new staffing to carry out the new hiring and training program.

3. Should Jack find a way to make Otis change his mind? Why or why not?

It would be nice if Jack could convince Otis to change his mind. But more importantly, he needs to instill an organizational change regarding this issue. If Jack could get this done and use Otis as part of the new training and hiring solution, that would be the best case scenario. However, if Jack cannot get real change and results, it would be foolish to keep Otis when nothing in the organization has changed.

4. Do you think Otis would change his mind and stay? Why or why not?

Otis has done a great service to the company by bringing this issue into the spotlight. Through this experience he might have found a niche that could suit him going forward. Otis might be a good person to place in the training and hiring division. He is sensitive to what has already happened to him as a new hire. He is passionate regarding the importance of hiring and training all new employees. As a result, if this disaster has a positive side, it is the recognition of a major company weakness, leading to potential solutions for solving the problem and turning it into a company strength.


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VII. COMMUNICATING WITHIN THE ORGANIZATION

LEARNING OBJECTIVE 5Explain the most common mechanisms for communi-cating within the organization. (Text pages 66-69)

A. The Grapevine 1. The GRAPEVINE consists of the

informal channels of communication within an organization.

2. Grapevines develop when employees share common interest and social relationships.

3. The grapevine: a. always exists in an organization b. does not follow the hierarchy c. is often accurate 4. Information in the grapevine travels

more rapidly than through formal chan-nels of communication.

5. Because the grapevine is inevitable, management should use it to comple-ment formal communication channels.

B. E-MAIL, the abbreviated version of “elec-tronic mail,” refers to the system of sending and receiving messages over an electronic communications system.

1. An e-mail system can save time and eliminate wasted effort.

2. It enables communication among indi-viduals who might not communicate otherwise.

C. The INTERNET is a global collection ofindependently operating, but intercon-nected, computers.

1. Electronic pathways connect

POWERPOINT 3-15Communicating within the Organization(Refers to text pages 66-67)

LECTURE LINK 3-2E-Mail RulesWriting an e-mail is not like writing a letter – some suggestions for better elec-tronic communication. See complete lecture link on page 3.32 of this manual.

POWERPOINT 3-16The Internet(Refers to text pages 67-68)


LECTURE OUTLINE LECTURE NOTESCASE INCIDENT 3.2

Tardy Tom (Text page 68)

Issues regarding late arrivals to work have lead to an employee being warned and ultimately fired. The employee, Tom, has called on his union representative because he feels his boss, Russ, has reprimanded him unfairly. Tom has found other employees violating the same rule that have not been fired. An arbitrator will decide how the matter should be resolved.

1. Was the manager communicating a message to Tom?

Yes. Tom was reminded of management authority. While Russ was exercising his authority over Tom, he lost Tom’s respect based on the circumstances. Lost in the confusion, however, is the fact that Tom has a tardiness problem that still needs to be properly addressed.

2. Should Tom get his job back?

Yes. Tom is guilty of a performance issue and needs to be held accountable. However, until the other issues are cleared up, Tom should keep his job for the time being. But, he should also be put in a position where he is held accountable for his lateness.3. What would you do if you were an arbitrator in this dispute?

The arbitrator needs to seek answers to all the allegations and put them in the proper context. If Russ is guilty of employee favoritism, his firing of Tom is misguided. Tom is also guilty of poor job performance. He was verbally warned, which then led to a written reprimand. In the end, the company has to step forward and decide what new policies and procedures it wants implemented and what punish-ments might need to be carried out based on the findings.

4. How could Russ have handled this differently?

Russ handled the lateness issue with Tom pretty much by the book by trying to work the prob-lem out first and then moving onto verbal and written policies to address the lateness problem. Russ gave consequences to problematic issues and followed up on set policies. However, Russ may be guilty of favoritism, and that negates any of the consequences Tom might have suffered. Russ needed to be an authority and use his job as intended – that is, fairly. As a result, if he is found guilty of favoritism prac-tices, Russ will not be the best person for the manager position he has held. Russ needs to consider the consequences he would face if in fact he is guilty of double standards regarding the lateness policy.


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VIII. COMMUNICATION IN INTERNATIONAL BUSINESS ACTIVITIES

LEARNING OBJECTIVE 6Understand the challenges of communication in interna-tional business activities. (Text page 69)

A. Communication in international business activities can be complicated.

B. English is the leading global language, but there are more than 3,000 others.

C. Cultural differences complicate nonverbal communication.

D. To improve communication in international business the manager should:

1. learn the culture of the people with whom he or she communicates

2. write and speak clearly and simply.


17. Give an illustration of a conflicting assumption.18. What are the six basic “rules of thumb” of good oral

communication?19. Describe some ways the grapevine can be used

effectively in organizations20. What is active listening?

SUPPLEMENTAL CASE 3-1The China ChallengeMTV China’s Li Yifei has shown that women business-people can be successful in traditionally male societies. See complete case, discus-sion questions, and suggested answers on page 3.39 of this manual.

POWERPOINT 3-17Communication in Interna-tional Business Activities(Refers to text page 69)

THE WORLD OF WORK

Tony Gets Some Feedback (Text page 70)

Tony, the newly appointed manager of Taco Barn, has made a new policy regarding the store schedule. All employees must work their scheduled hours or find a replacement if they ca not work their scheduled hours. The previous manager was much more workable with employees about scheduling; this was well accepted by his employees. Tony has changed this arrangement and now many of his employees are upset. Tony has his first crisis on his hands and needs to figure out how to work through this problem before he loses some of his valuable employees.

1. Should Tony have been surprised by the reactions of his crew?

Probably not. One way to help gauge implementing policies is fairness in reaching the goals and the objectives for the company. Tony wants to make scheduling less his problem and place the burden squarely on the employees. In a different size company setting, that might be necessary. However, Taco Barn is a small restaurant, and staff building and development is much more like a family. It is more typi-


cal for the manager and his staff to work more closely on schedules. Tony has disrupted this format and now has to handle issues with most of his employees. He must realize how difficult it is to find, hire, and train new employees and how much time it takes from his already full schedule.

2. Do you think the employees have the right to complain about the new schedule policy?

Yes. Building a successful organization includes giving employees a voice in the decisions that affect their daily activities. Again, Taco Barn is a small family of employees, and Tony has to adjust to this style of working with his employees. However, Tony still needs to maintain authority and keep some rules and regulations that are deemed fair in this situation. In the process, trust and confidence builds from manager to employee. Each wants to handle their respective duties, and along the way a team concept can form. The outcome can be very productive and positive for the manager and all his employees.

3. How could Tony have handled this differently?

Tony should have meet with his employees and discussed this issue, letting them know that he wanted their input and was willing to look at the policy and make changes that were in the best interest for all involved. His management approach has not been effective, as it appears that the management (manager) has little regard for his or her employees’ well-being. When the manager can get his employees to help him in finding solutions to problems, it can lead to employee growth and development that he can utilize as store manager

4. What would you do now?

Tony needs to learn from this first big decision. Building a team from management to employee is an important skill. Tony needs to work on team building skills in order to keep the support of his staff, allowing him to reach the company’s goals. And, in the process, he can learn how to get the most from his employees as they follow his lead in managing the restaurant.


NOTES FOR END-OF-CHAPTER MATERIAL

REVIEW QUESTIONS

1. Give an illustration of a conflicting assumption.

Conflicting assumptions exist when each person in the conversation assumes facts that may con-flict with those held by others. For example, a worker may assume that the conversation with his or her boss is about a promotion. The manager, on the other hand, may be trying to talk about the worker’s per-formance problems.

2. What are the six basic “rules of thumb” of good oral communication?

Some basic guidelines:(1) Make emotional contact with listeners by addressing them by name.

(2) Avoid speaking in a monotone.(3) Be enthusiastic and project a positive outlook.

(4) Avoid interrupting others.(5) Always be courteous.

(6) Avoid empty sounds or words, such as “un,” “um,” “like,” and “you know.”

3. Describe some ways the grapevine can be used effectively in organizations.

Grapevines develop when employees share common interest and social relationships. The grapevine: (1) always exists in an organization, (2) does not follow the organizational hierarchy, and (3) is often accurate.

Information in the grapevine travels more rapidly than through formal channels of communica-tion. Because the grapevine is inevitable, management should use it to complement formal channels of communication.

4. What is active listening?

Active listening involves absorbing what another person is saying and responding to the person’s concerns.

DISCUSSION EXERCISE 3.1

The Secret of BMW’s Success

BMW is a study in new school vs. old school structure. This company is a study in how to harness the informal operating style and achieve high-level results. Energetic and passionate employees thrive in this untraditional environment.

1. How is communication “across divisions and silos” different from communication “up and down the hierarchy”?

Workers are more apt to contribute to the process when they see the latitude and longitude of their ideas and passion for their work meshed with other workers, who can help build alliances for change.


2. Define the term “boundaryless corporation.” You may want to do some research on Jack Welch and General Electric.

Jack Welsh took an old, stodgy, multilayered company, General Electric, and dismantled it, creat-ing a new, flatter company. This structure tries to get people to move faster, take risks, grow, and work as teams, so that new results can be achieved. As Welsh went through the company’s management structure, he sometimes found nine layers between someone on the factory floor and the leader of the business. As he instituted his new model, he found new types of leaders. He titled them:

Type I: A believer in teams and informality, a coach rather than a boss, who could produce the numbers.

Type II: Someone who didn’t believe in team, who sat on people and didn’t produce results.

Type III: Someone who believed in value but was uneven in delivering.

Type IV: A person of high intelligence, who produces numbers through terror and intimidation.

Jack Welsh formed his new business model with Type I people. He led the company to new ways of achieving results, investing in this boundary-less model that brought the decision making to the work-ers who could produce results. Left behind was the slow, layered system that rewarded control and power rather than productivity and results.

3. If human networks “speed knowledge laterally through companies faster and better than old or-ganizational models can and employees are “encouraged from their first day on the job to build a network or web of personal ties to speed problem-solving and innovation,” how does BMW en-sure that the right decisions are made?

The company believes in the people it hires and the informal process it fosters so much that it trusts that the outcome will be a byproduct of the structure. Finding the right people is more important than rigid structures; high-level talent improperly managed will not give extraordinary results.

4. “Formal structures decide who to blame. Informal structures decide how to get things done.” What are the implications of this philosophy for a BMW manager?

The implications are primarily that the system perpetuates results. Using people means doing just that – letting ideas and talent take over. This can produce hundreds and thousands of ideas rather than the slow, less creative process that does not often produce results.

DISCUSSION EXERCISE 3.2

What Works in Women’s Networks

Women’s networks are an attempt to allow collaborating ideas that can help job advancement among women workers. In many cases it is not very effective. However, in some newly formed groups this is changing and producing more effective results.

1. Why do corporate women’s networks get a bad reputation?

They have not been viewed as serious in aiding women in their climbs to higher positions within organizations. Partly this is a result of how women handle their own style and how they view their roles in organizations, and partly this is to blame for a less serious view of how these groups should be formed and utilized.


2. Why would GE’s Women’s Network want each geographic network ‘hub’ to participate in a range of community activities?

In order for their investment to yield the best returns, GE finds it important to have its name and face involved in community affairs. In the process, new relationships are formed and positive results can occur.

3. How did Deloitte’s WIN Workshop help improve understanding between women and men of the firm?

When put into the same company in more informal settings, men begin to better understand the approach women take on same issues. This informal education can having great and lasting affects. Men need to appreciate the value and leadership styles women can bring to an organization; women can also benefit from this same learning process. Bridging the gap between genders is best done when both groups are willing to see each others’ points of view and learn how this can lead to positive results going for-ward.

4. Think of the company you work for (or one you have worked for in the past). Would a network for women (or men) be successful? Why or why not?

It can be a positive discussion. Most would agree that networks and informal meetings among genders can have positive results!


CAREER MANAGEMENT NOTES

Career “Terminology” That Helps

Instructor’s Notes for Text Box Three: Objectives to consider and implement to increase students knowledge, usage and understanding of the concepts.

What we have learned as students in a class, as employees on the job, or by wanting to become better at any one thing, understanding the terminology of whatever that particular topic is essential. Good illustrations for student’s are:

When you wanted to become better at football, you had to learn the terminology used for playing the game.

When you wanted to join the choir, you needed to learn the directors’ terminology for con-ducting a successful program.

When you wanted to build a computer, you needed the experience and technical knowledge of computer terminology to make the finished product successful.

So, if you want to become better at your trade and reach success in your job and personal life, you have to learn more about the specific terminology that will educate and guide you through the unfamiliar and learning stages as you become a successful, experienced person. This transformation will be the result of new, accumulated skills that can make your life and value to others more rewarding.

STUDENT EXERCISES:

1. Ask students about the concepts of how organizations are structured. Ask them what they think the (a) slim & trim, (b) layered, and (3) home office with satellites might look like. Use the fol-lowing as explanations of the three ways companies might be structured and help them to under-stand how company structure effects hiring decisions, and what a new hire might expect in how they will be managed, supervised, and the level of decision they may or may not have.

Company Structure

Slim & Trim-Layered Home Office & Satellites

Slim & Trim

By definition, Company Structure is the way an organization functions based on the top-level management structure. A company can have single leadership (single owner) and the decisions regarding the business of the company can be handled quickly without much conferring and meeting with others. This is a slim upper management structure and by design limits decision making to few.

This style is often found in a small to mid-size family business. As an employee of this type of organization, your job may have levels of responsibility that would be more than a larger company; but, your authority might be less based on company ownership and decision making. Understanding how this type of structure works is helpful; it may lessen any frustration that might occur as your responsibilities increase but you lack the authority to make big decisions without the approval of the company president or owner.


Types of Companies that are Slim & Trim:Dell ComputersApple Computers

Layered.

When a company becomes rather large, many departments are formed (e.g., marketing, finance, customer service, maintenance, executive, etc.) and the layers of the company, from lower-level functions to higher-level decision making, are formed. In the process, many levels of management can also be formed to lead groups to perform job duties throughout the company. As a result, getting approval to spend company dollars on employees working overtime, to spending more money on advertising has to be approved up the company chain of command. This can often lead to red tape and frustration when the outcome could be better, but is hindered by the approval process.

This checks-and-balance approach is why larger companies often become slow and stale in the in-dustry. Smaller companies often take customers and market shares away because of their ability to get things done more quickly. Understanding this company structure is important so that expectations and job performances are maintained, despite the inherent design and flaws of a layered company.

Types of Companies that Are Layered:General MotorsGeneral MillsProcter & Gamble

Home Office & Satellites.

When a company has a product and service that has mass marketing and selling appeal, it can take the form of a home office base with multiple locations that do business with the customer. The em-ployee maintains a home office role, doing functions to support the satellite operations, or the employee works in the field running the store locations based on the company’s working model.

If you work in the home office, your job duties can be defined by a specific department and usu-ally not highly staffed. Therefore, you may have many job duties and meetings to attend that are in sup-port of the entire organization’s goals. This job and its functions are more structured. Usually department heads of the company work on policies and budgets that are used throughout the organization. Direction and decisions are made at this level and then administered to the off site locations.

Employees working at the offsites are asked to work more directly with the public. Duties usually include opening, maintaining and closing the business. Policies regarding the product and service are es-tablished and carried out so that little decisions are made regarding these issues. The management of the offsite usually includes a store manager, assistant manager, shift leader and full-time and part-time staff. Jobs are assigned accordingly and emphasis on training and following company policy is highly enforced.

Types of Companies that are Home Office/Satellite in Operation:SubwayMcDonaldsAuto ZoneQuick Lube


Human Relations Department (HR Department)

Large Companies-Mid Size Companies-Small Companies

If you locate your business in Kalamazoo, Michigan, Bellingham, Washington, or Portland, Maine (any town, anywhere), there are specific characteristics about the companies located there and the depth and style of their Human Resource (HR) Departments. In most cases, the following is a list of the duties and responsibilities of the HR department:

Job duties and pay Union or non-union shop Training and employment development Hiring Additional/optional benefits like 401K options, medical, dental, etc. Computation and distribution of employee pay Educational programs Procedures manuals RetirementThe list of duties can be short or lengthy and the duties can be few or many. How companies han-

dle HR functions is often determined by the size of the company.

Small Companies.

The HR Director of a small organization is often more generalist in their approach to handling and carrying out the duties of the HR Department. This person, in most cases, has all the HR responsibili-ties and it is their job to administer them accordingly. In this instance, it can be said that the person would have a good, general knowledge of HR issues and be able to run the department successfully.

Mid-Size Companies.

As by description, mid-size companies have more HR functions based on the size of the com-pany, amount of employees and sales. As a result, the HR department would operate similarly. A HR di-rector would be responsible for the HR functions, but would also rely on other employees to handle other areas like payroll and benefits, training and hiring.

While more help is shown in this example, most often the demand for the HR functions are enor-mous and the job/duties are handled as best as possible. Overall, few employees are available to carry out the HR functions. But the HR director is an overseer of the entire HR function and usually keeps the com-pany in line with compliances, proper hiring, firing and training, etc.

Large Companies.

Large companies are usually well-staffed in the HR Department and have many specialists to handle the specific HR duties. This format is necessary to keep the company current and in line with HR compliance, as well as with keeping with employee benefit programs, union concerns, insurance needs for employees and customer potential lawsuits, etc.

The benefit is that a person trying to be hired by a perspective new employee can achieve better results if the person understands how the HR Departments operate. Knowing how small, mid-size and large companies handle their HR duties can be a real strength in how to approach the company for em-


ployment, as well as being realistic in terms of how they operate in administering pay, benefits, training, advancement, etc.

Job Description & Pay

Job Duties-Responsibilities-Compensation

Understanding job duties is important to the decision to take on said responsibilities and a mea-sure or benchmark of the overall success you have in accomplishing the job. In addition to the stated du-ties, each job has a certain level of responsibility that goes along with the particular of job. Finally, a cer-tain level of compensation should be given to the person who performs the specific job.

Job Duties.

Job duties are usually given for each job title within an organization. The HR Department usually has a job description that can be found because of their role of hiring and paying each person for their job performance.

Job Responsibilities.

Job responsibilities are in addition to job duties. If, for example, you are working as the electri-cian in a power plant, your job duties may consist of day-to-day tasks. However, your job responsibility is also to make sure that when you shut power off for repairs or to ensure that no one comes in contact with a fuse panel; you post this information accordingly. As a person who understands the implications of elec-tricity and what can happen if it shocks a person, you have the responsibility and obligation to handle this responsibility accordingly.

Compensation.

Job duties and responsibilities all work together in establishing the proper compensation that an employee would receive. The compensation can be in direct pay, benefits, and other methods of compen-sation that the company deems fair.

STUDENT EXERCISE:

2. Ask students their opinion about how jobs are found. Use the descriptions of each of the three types (want ads, word of mouth, and employment agencies) as part of your discussion. Ask them how they view the strengths and weaknesses of each of the job search processes.

Employment Agencies

Company Pay-Client Pay-Free Services.If you have ever used an employment agency, the expertise that they can offer has to be paid for,

and there is more than one way for this to occur. Some employment agencies services are paid for by the hiring company; the client is therefore free of any charges of using their services. Some employment agencies ask the client to pay a fee for their services. Sometimes the fees are shared by both the client and the hiring company.


Company Pay.

If the hiring company is paying for the new employee, usually a brief meeting with the client (the person looking for employment) and the employment agency executive takes place to discuss job inter-ests, past job history, resume, and other variables that could affect the outcome of the hiring. Once com-pleted, the employment agency finds companies that would match the client’s interest and set up inter-views for the perspective employee and employer.

Once this process takes place, the interview is conducted and the process takes it course. The em-ployment agency executive will keep in contact with the client in terms of the outcome of any and all in-terviews, potential hiring status or timelines taking place. Questions by the client can usually be answered by the employment executive and the outcome is usually positive for both parties.

Company Pay Employment Agencies:Snelling Personnel KeystoneJ.E. Wottoua & Associates

Client Pay.

When the relationship is one where the client is going to pay for the perspective hiring to an un-known company, a set of objectives are discussed up front and a contract is constructed spelling out what the employment agency will do to assist the client in a career-pursuing job. Most often these are jobs of higher status and pay, more professional in nature, and require that the client has a proven job history of duties and accomplishments.

The client in most cases is seeking a new career field and is relying on the employment agency to use their contacts in the job market help find a new career. In the process, the client is usually taken through a series of evaluations about their job likes, successes, and ideal job that they would create if they could. The process can be lengthy. Fee structures are usually around the $5,000 figure for the services that will be rendered by the employment agency.

Caution should be taken if expectations are not realistic and if the hopes of the new career are not met with satisfaction. In most cases, the client can use the employment agency’s services for the remain-der of their career pursuits.

Types of Client Pay Employment Agencies:Haldane

Free Services:

There are many free employment services available to individuals looking for employment. Local libraries are filled with books and publications on the job search subject. Local agencies also put on clin-ics covering employment topics such as interviewing, job search, resume writing, filling out job applica-tions, etc. Also, using the internet can be a source of employment assistance, including hiring agencies in your area, how to write a resume, etc.

Employment Want Ads

Word Of Mouth-Posted-AdvertisedFinding jobs in most cases in not overly difficult. Finding a career, however, can be a daunting

task. How jobs become know is a process of many variables and understanding how this process works can be of great benefit.


Word of Mouth.

Hearing about a job directly from someone in the know is a real benefit to the receiver of this in-formation. Usually the specifics of the job (e.g., duties, pay, and immediate boss) are known factors that are shared in this process. The most important element of the entire word of mouth job opportunity is who to talk to about getting an interview, with the potential of securing the open position.

In most cases, the open position can be filled quickly either by someone in the company or through the word of moth process. Once a job is posted to the open market, the interviewing process can take on a new direction. Getting through the process can become more difficult and the outcome more at-tuned to candidates interviewed who increase the level of experiences and successes.

Word of mouth information is usually helpful if you have some connection to someone within the organization and greatly increases if your skills and experiences are a good match to the job opening.

Posted.

Jobs that are posted within the contents of the company through newsletters, memos, job boards, announcements, and other means are intended for a hiring within whenever possible. Employees are usu-ally familiar with how to evaluate the job listings, departments that would be involved and the other par-ticulars about the job opening. Compensation and total benefits are also usually mentioned, since it is available to all employees of the company.

However, in many cases, job postings do have requirements in terms of the duties and status of employees who qualify. Job postings are a positive for most or all employees as they see new and better opportunities for advancement in the company where they are already employed.

Advertised.

Jobs that are posted in a company hiring memo, over the internet, placed in local and national newspapers, and in other local advertising mediums are often times standard hiring positions that the company can use new employees to fill these positions on a regular basis.

Getting a response to a phone call or sending in a resume can often times be handled by the com-pany in a slow, file gathering process.

Getting immediate responses can occur but in many cases, the position may already have a candi-date that will be hired and it is in the best interest of the company to post the job to the public as well.

STUDENT EXERCISE:

3. Discuss with students the skills most often needed to successfully obtain a job. Ask them how much experience they might have in each of these areas and how they might define their skill set.

Self Skills & Attitude

Mechanical-Technical-Verbal-WrittenMechanical skills are very important to how machines and production processes operate. Having

skilled people plan these operations and execute the best possible outcomes has great value in many orga-nizations. Likewise, technical skills that relate to the technological performance of a business are also vi-tally important. Finally, the ability to communicate in both verbal and written formats is essential to the free trade that exists in the world today. These skills are of the utmost importance to companies that want to compete at a high level in their respective industries.


Mechanical/Technical:

Mechanical and technical are often similar but different in the confines of most organizations. Mechanical skills are used in motors, machinery, electricity, plumbing, carpentry, machining, etc. Techni-cal may be the blending of some of the mechanical applications to a company use along with other areas like architectural, computer applications of CAD-CAM, computer networking, phone usage and the over-all effectiveness of the communication uses and outlets of an organization.

Writing & Verbal:

Written communication is integral to all organizations, as shown in e-mail use, company newslet-ters and annual reports to contracts, to employee training. Verbal skills are the methods a company uses to communicate to both the inside of the company (internally) and to the outside of the company (externally) How well this is done has a lot to do with the overall leadership of the company and the expertise of the employees that are hired.

Career Etiquette

Dress-Manners-Professionalism-ResponsibilityThe importance of knowing expectations regarding your dress, professionalism and responsibili-

ties on the job is important to the success of your career. Understanding how each of these can assist you in your job will be discussed.

Dress.

In the many organizations that exist in the marketplace, the employee dress can varied by job duty, company policy and the overall level of professionalism that the company is trying to portray. A maintenance position usually provides the employee with a uniform based on the work that is performed. Employees in a production capacity can also be included in the company uniform program. Managers of-ten times are dressed in dress slacks, dress shoes, and may or may not need to wear a tie.

The department that the manager works in may also dictate what the manager should wear. Office staff usually has dress wear for both women and men. Upper level management tends to dress in suits; however, companies are less formal today than in the past. In the scheme of dressing for the job, being better dressed and looking more professional is always a good personal policy.

Once your career is started, looking at employees around you can often help you evaluate the dress style of the company. Directing any questions to your immediate boss lets them know you are aware and concerned of the importance of the need to look your best on the job!

Job Application & Resume

Honesty-Accuracy-NeatnessHow you portray yourself through the use of a resume can be a tremendous boost to your career.

However, accuracy is the critical word here. Using false job titles, educational accomplishments, and job accomplishments are dangerous areas for any job applicant. Once information that is not accurate is un-covered, possible termination and other charges of misuse of this information can happen, with varying degrees of outcomes.


Honesty.

We always hear the quote “Honesty is the best policy.” This could not be truer with regards to a personal resume. Your information is in print and can be distributed near and far, where many possible companies might look at it and use it accordingly. If you cannot perform up to the level of stated experi-ence or do not have the level of education as shown, your career can take unexpected diversions, with outcomes that may be dangerous to your short-term and long-term career objectives.

Accuracy.

In addition to honesty, accuracy should be hand-in-hand when used on your resume. If you have worked at company XYZ, your job title and duties should be an accurate reflection of your time at that company.

If you attended ABC Community College, your course work and grades should be an accurate ac-count of your accomplishments at that particular school. In short, honesty should come first regarding your resume. Your accuracy should best portray what you have accomplished and at what level. Using this information accurately and honestly can be for the best for all parties involved.

If you have some shortcomings, talk about them honestly. The perspective company will be more pleased that you are honest and accurate about your skills and can then be better suited in how to help strengthen you in these positions. There is not a perfect employee that companies potentially hire and they understand that. Being honest and accurate only makes better use of your time and allows for a potentially better and longer outcome.

Neatness.

Finally, skills and accomplishments can be lessened when your resume is not handled in a neat and professional manner. Make sure your titles are accurate, spelling is correct, and that the overall pre-sentation is done as best as possible; make sure you tighten any messy areas before you look for employ-ment. There are services available to assist you with resume writing and presentation. Considering the po-tential outcome, this might be an area in which it’s worth seeking professional help.

Job Interview

Preparation-Execution-Follow UpPreparation for a job interview has a process of steps to take in advance, but the payoff can be

very beneficial. Execution is the result of your preparation and follow-up is the best measure to assure the greatest possible outcome of your work.

Preparation.

Putting together a resume is a process. If you have some experience at it, you can progress through the process each time to put together your resume. In the end, a resume is an accurate reflection of your current and past accomplishments in both work and educational areas.

When using this information, understand where your strengths and shortcomings lie. A person with a lot of work experience but with no additional education (community college, four-year school, uni-versity, trade, etc.) may find it difficult to get a higher-level job because of degree requirements. Like-wise, the person with excessive college credits and no practical job experiences may find it difficult to get the particular level job they are seeking.

As a result, some balance between these two areas can often pay in high dividends. Consider the following: what are your job experiences and level of college and degree accomplishments? Do you see a


need to work on one, none, or both of these areas? Your resume is a reflection of your own work and only you can improve upon the expected results.

Execution.

Using your resume can be a great experience. However, how well you execute the writing of the resume and the interview process, where you discuss this information, has great implications. It is vital to have a plan to take these steps. Lack of experience can be made up through practice. Using a professional service can likewise assist in answering questions you might have regarding the resume-interview process.

Follow-Up.

After you have handled your resume writing accurately and honestly and have executed the re-sume during an interview, proper follow-up completes the process. Follow-up might include a phone call, e-mail, or a personal letter or note to thank the parties involved in the interview process. This final touch can keep your name fresh in the minds of the hiring executives and reaffirm your desire to work for this particular company.


STUDY SKILLS NOTES

Keys to Good Study Habits

Instructor’s Notes for Text Box Three: Objectives to consider and implement to increase students knowledge, usage and understanding of the concepts.

Knowledge is key to performance. We need to understand what methods can be taken to learn and improve study skills. Most study skill improvement guides list the following ways to improve your study skill effectiveness: find a quiet place to study and a routine that maximizes your study alertness; learn how to prioritize, take better notes, use time management, and become a better reader, a better writer, or a better listener; maximize your memory and test-taking ability, and; reduce procrastination and test-taking anxiety.

Here is a good list to begin your own assessment regarding effective study skills. How does this list help identify what you already know about good study skills and what areas might need improve-ment?

STUDENT EXERCISES:

4. Now is the time to engage in discussions about the many resources that are available for helping students become at studying and test taking. Some websites that will be helpful to spend time with include:

STUDY SKILLS: www.shsu.edu/~counsel/hs/studyskills.html

Writing Center STUDY SKILLS: ww.ccis.edu/departments/writingcenter/studyskill-s.html

Assign the students to view these specific websites and to be prepared to discuss them at a later class.


LECTURE LINKS

LECTURE LINK 3-1

Types of Nonverbal Communication

Nonverbal messages play a big role in communication. A classic study found that only about 7% of emotional meaning is communicated verbally; the other 93% is communicated nonverbally. In other words, your impression of someone’s emotions, such as anger, happiness, or fear, is formed more strongly from that person’s tone of voice, facial expression, or other nonverbal means than from the words the person uses.

Managers have to be careful that their verbal and nonverbal signals are consistent and do not give the wrong impression. Moreover, managers can obtain information from the nonverbal signals of others.

Basically, nonverbal signals, which can send positive or negative information, fall into seven cat-egories:1. Voice signals. Emphasis on certain words, pauses, or tone of voice. For example, you can say

“Nice job, Evans” in such a way that it’s actually a putdown.

2. Body signals. Slumped posture, clenched fist, or the act of kicking a piece of equipment.

3. Facial signals. Smile, frown, raised eyebrow, or degree of eye contact. Even the direction of one’s eyebrows can significantly change the emotion conveyed.

4. Object signals. Office furniture, such as desks or chairs, plus carpet, plaques and awards on the wall, clothing or jewelry worn.

5. Space signals. Huddling close, being distant, or sitting beside someone. The interpretation of space signals can be heavily influenced by cultural norms.

6. Time signals. Being on time, being available, or saving time.

7. Touching signals. Shaking hands, sympathetic pat on the back, or touching someone to gain at-tention.

LECTURE LINK 3-2

E-Mail Rules

The most-used Internet application by volume is e-mail. Although e-mail has become a necessary part of our modern lives, it is often misused.

In your early education, you were taught how to write a letter. You learned how to write business and casual headings and salutations, state your purpose, make a request, ask for a response, and wrap it up with “Sincerely yours.”

But an e-mail is not a letter, and the days of graceful formal communication are fading away. Short communications are in; “yours truly” is out. Some e-mail guidelines to keep in mind:

Keep It Short. Short e-mails get attention. If you receive an e-mail that’s several pages long, you have to make some decisions: do I have time to handle this now? Is it important enough to come back to? If the answer is “no,” that e-mail won’t be read, no matter how carefully written. Supporting material can be sent as an attachment, but give the reader a clear, concise message in the e-mail body.


Keep It in Context. Our inboxes are flooded with dozens of legitimate messages each day, not to mention the mountains of spam that may or may not get through spam filters. When you send a message to someone you don’t usually communicate with, include some mention of your identity. “I met you at the conference last week” or “Jim suggested I contact you regarding this issue.” If you are responding to an earlier message, include the previous thread. Nothing is as confusing as an e-mail saying, “What do you mean?” or “Not really” when you have no idea what you’re supposed to understand.

Give It a Subject. The subject line is there for a reason. It tells your recipients what you want to communicate. Some very important e-mails get overlooked with blank subject lines or topics like “Impor-tant” or “RE: RE: RE: RE: RE:” If the topic changes, change the subject line. Remember that on the re-cipients’ screens, your subject competes with a large number of others for their attention.

Keep the Thread. Some e-mail users routinely trim everything out of the body e-mail except their replies. Don’t do this. For example, if you are responding to a request for an opinion, don’t just say “I agree” and cut out the thread. Let your reader browse through the background for your response. A slightly longer e-mail isn’t going to bog down the server; the thousands of spam messages are doing that just fine.

Make Your Requests Clear. You should set your requests apart from the rest of the message by trimming them down to one sentence or a series of bullet points. Close-ended questions (yes or no) are more readily answered. Open-ended questions can get long and involved, and reduce the likelihood that you’ll get a reply.

Don’t Be Afraid of Deadlines. If you need the information by Friday, let the reader know. Then if they see that they can’t meet the timetable, they can let you know in time so you can find another source. If you’ve requested something that has not been delivered, it is acceptable to send a cordially-worded reminder. But just one. Daily reminders suggest to recipients that they’re being bossed around. They may be too busy, away on vacation, or actually working on your last request.

Remember to Say “Thank You.” Not only is it polite, but it also lets the sender know you’ve received the message and gives the subject closure. Remember, you’ll probably need their good will at some time in the future.


CRITICAL THINKING EXERCISES

CRITICAL THINKING EXERCISE 3-1

Multiple Meanings of Words

Imprecise language can be a significant barrier to effective communication. Many words in our language have multiple meanings. The receiver of the message may assign a completely different mean-ing that the one intended by the sender.

Consider the word “run” and identify its many meanings. In the space below, write a sentence us-ing the word “run” with each of its many meanings.

RUN:

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________

4. _________________________________________________________________________

5. _________________________________________________________________________

6. _________________________________________________________________________

7. _________________________________________________________________________

8. _________________________________________________________________________

9. _________________________________________________________________________

10. _________________________________________________________________________

11. _________________________________________________________________________

12. _________________________________________________________________________

13. _________________________________________________________________________

14. _________________________________________________________________________

15. _________________________________________________________________________

16. _________________________________________________________________________



Gender-Neutral Language

Many terms that have been in the language for some time still retain a masculine, sexist identity; for example, the term “salesman.” Most business people now refer to sales staff as “salespersons” or “sales associates.”

Try to identify a gender-neutral word to replace each of the terms below.

1. Man-hours

2. Spokesman

3. Watchman

4. Foreman

5. Girl Friday

6. Draftsman

7. Manpower

8. Repairman

9. Policeman

10. Layout man

11. Freshman

12. Man-made


CRITICAL THINKING EXERCISE 3-3Rate Your Listening Habits

For each of the listening habits given below, rate yourself from 2 (almost never) to 10 (almost al-ways.)

LISTENING HABIT Almost Almost Never Always

2 4 6 8 101. Faking attention – pretending to be interested when

you’re really not. ____ ____ ____ ____ ____

2. Being passive – not asking questions or trying to ob-tain clarifications even when you don’t understand. ____ ____ ____ ____ ____

3. Listening mainly to what a speaker says rather than his or her feelings. ____ ____ ____ ____ ____

4. Allowing yourself to be distracted easily. ____ ____ ____ ____ ____

5. Not being aware of the speaker’s facial expressions or nonverbal behavior. ____ ____ ____ ____ ____

6. Tuning out material that is too complex or contrary to your own opinion. ____ ____ ____ ____ ____

7. Drawing conclusions – having your mind made up before hearing the speaker’s full line of reasoning. ____ ____ ____ ____ ____

8. Allowing yourself to daydream or wander mentally. ____ ____ ____ ____ ____

9. Feeling restless, impatient, or eager to end the conversation. ____ ____ ____ ____ ____

10. Interrupting the speaker – taking over the conversa-tion to get in your own side of things ____ ____ ____ ____ ____

Scoring: 0 - 49 = far below average 40 - 59 = below average 60 - 69 = average 70 - 79 = good 80 - 89 = very good 90 - 100 = exceptional

Source: Based on Donald C. Mosley, Leon C. Megginson, and Paul H. Pietri, Supervisory Manage-ment, 6th ed. (Cincinnati, OH: Thomson/South, 2005.)



Choosing a Communication Method

For each task, determine the communication delivery method (channel) that you feel is most ap-propriate and least appropriate and explain why.

A. It is Thursday morning. You must notify your associates that your weekly Monday 8:00 a.m. staff meeting with them will be postponed until Wednesday at 8:00 a.m.

B. You must tell a first-year associate that, because of other employee vacation requests, you cannot give her the seven consecutive vacation days she requested.

C. Earlier in the day you attended a meeting of company managers and supervisors that outlined the company’s new health plan coverages. You were given copies of the five-page plan and asked to distribute the new plan’s details to your employees, explaining the 15% premium increase.

D. You express appreciation to one of your members, who worked overtime yesterday to help re-solve an important customer problem.

E. You ask one of your team members to mentor and help train a new hire in your department.

F. You remind each employee that the company blood drive is being held tomorrow.

G. Rumors have circulated that the company may be bought by a large retailer, such as Kohl’s. You just attended a meeting conducted by your own manager who said that top management has abso-lutely denied that your company is for sale. You must communicate what you have been told to each employee.


NOTES FOR CRITICAL THINKING EXERCISE 3-4

A. This is a very routine communication that needs to reach every employee. The supervisor can send an e-mail message to everyone notifying them of the new time.

B. Vacation scheduling is non-routine and may involve hurt feelings. This information should proba-bly be delivered face-to-face.

C. Information about the health plan should be distributed to each employee in writing, as they will need to refer back to the plan in the future.

D. Such “pats on the back” should be delivered in person. It would also be good to compliment the employee when other team members are present and maybe put a note in his personnel file.

E. Again, this is a non-routine message that should be delivered face-to-face. The employee will have questions, and details will need to be clarified. Such communication will also allow the su-pervisor to read nonverbal cues that may modify the meaning of the response.

F. Like the postponed meeting in item A, this communication can be best delivered by e-mail. Just to be certain everyone gets the information, a message could be posted by the coffee machine or next to the mail boxes.

G. Employees hearing these rumors will be upset and insecure. The supervisor needs to address their concerns face-to-face. It would be time consuming and inefficient to contact each employee indi-vidually. A group meeting is probably the best medium to use. Two-way communication is im-portant, also. After the supervisor presents the facts, employees should be encouraged to express their opinions and concerns.


BONUS CASE

BONUS CASE 3-1

The China ChallengeMTV has had tremendous influence on the music, style, innovation, and attitude of the teenage

and 20-plus age population. Imagine bringing MTV’s marketing power to China, the most populous na-tion on earth, a country with not only emerging economic potential but also increasing demand among its young people. Viacom, the owner of MTV, envisions such a future and has entrusted Li Yifei, president of MTV Networks China, to make it happen.

Viacom’s chief executive chose Li Yifei for the job because of what she called the three Cs: char-acter, competence, and commitment. Li added one more C: Chinese. Li brings an interesting background and credentials to the job. A native of Beijing (China’s capital city), Li was a national champion in tai chi (a form of martial arts) at age 13 and a supporting actor in China’s first action movie. She earned the op-portunity to attend the most elite foreign-language university in Beijing. At age 21, she left China to come to the United States, after receiving a scholarship to attend Baylor University in Waco, Texas. Li earned a Master’s degree in political science at Baylor and also observed firsthand the differences between U.S. and Chinese culture.

After graduation, she was one of 40 students selected for a prestigious internship at the United Nations. There she had the opportunity to produce the television program U.N. Calling Asia. After decid-ing that diplomacy was not her career calling, Li became manager of the Beijing office of Burson-Marsteller, a large public relations company. She assisted the firm’s clients in business dealings with the Chinese bureaucracy, helped handle complicated paperwork the government required, and assisted with cultural details involved with trade contacts of all kinds. Her work caught the eye of Viacom, and she was hired as the general manager of MTV Networks China in 1999.

To call her job a challenge would be an understatement. With a population of 1.3 billion and an emerging middle class, China is projected to be the second-largest advertising market in the world over the next 10 years. However, China is not really just one market. It’s fragmented into many local and cable stations and has a state-owned TV network, making the Chinese system very complex. Li is in charge of bringing everything together.

To add to this challenge, Li must adapt her management style to fit the Chinese culture. Tradi-tional media regulators in China are very conservative and not typically concerned with program ratings (as regulators are in the United States). They are not receptive to broadcasting attractive, sometimes scantily clad vee-jays who work for a foreign network. When dealing with her mostly male Chinese busi-ness associates, Li reins in her usual straightforward, confident business style, since Chinese culture ex-pects a woman to be soft and humble when conducting business. Li also knows it’s easier to gain access to markets in China if you have the support of a Chinese partner.

With this understanding of Chinese culture, Li has created a win-win situation for Viacom and China. She has persuaded over 300 Chinese cities to carry MTV programming and convinced CCTV, China’s state-owned national TV network, to co-produce the Chinese version of the MTV awards. She has also been instrumental in helping Viacom lay plans for a 24-hour MTV China channel through a part-nership with Beijing Television.

Li Yifei is a strong example of an emerging global businessperson – a person who speaks differ-ent languages, understands cultural and economic differences, and visualizes the vast potential and chal-lenges of global markets. Fortune magazine has named her one of its “25 Rising Stars of the Next Gener-ation of Global Leaders.” Li places great value on her time spent in the United States and strongly be-


lieves that people from different cultures can have an effective dialogue. Her dream and the mission of Viacom, she says, is to narrow the cultural divide: “I strongly believe that different cultures can have ef-fective dialogue as long as we have tolerance. It’s a matter of attitude.”

DISCUSSION QUESTIONS FOR BONUS CASE 3-1

1. Do you think a female manager such as Li Yifei would be as successful in another industry, such as manufacturing?

2. Why do you think Li has been successful in a male-oriented society such as China?

3. If you were Li’s boss at MTV, would you offer her a promotion? If so, what position in the com-pany would you recommend? Why?

ANSWERS TO DISCUSSION QUESTIONS FOR BONUS CASE 3-1

1. Do you think a female manager such as Li Yifei would be as successful in another industry, such as manufacturing

Students’ opinions on this question will be varied. Li has the basic management skills to succeed in her present position. Such skills may be readily transferable to another industry. On the other hand, some may feel that the music industry is a fast paced, creative industry that would embrace a multi-cul-tural female manager, whereas the culture of another industry would not.

2. Why do you think Li has been successful in a male-oriented society such as China?

Factors such as Li’s personality, background, cultural roots, and competitive spirit may be cited, but this list is far from complete.

3. If you were Li’s boss at MTV, would you offer her a promotion? If so, what position in the com-pany would you recommend? Why?

Interesting discussion question. Her success in China could be used as an argument for another international position. Or, management may want to give her a completely different assignment to broaden her experiences, perhaps grooming her for a future senior management position.


Documents

WHAT IS MANAGEMENT - Novellanovella.mhhe.com/olc2/dl/582338/ghilyer1_im03_FINAL.doc · Web viewHe needs to repair the conflict he has created with his new policy. Lecture outline