6 Communication, Groups

8/8/2019 6 Communication, Groups

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Communication

Teams


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Functions of Communication

Control

Motivation

Emotional expression Information


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Sender Encoding Channel Decoding Receiver Message

Feedback

The Communication Process

Message Message Message


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Communication Channels

Formal channelsare established bythe organization and

transmit messagesthat are related tothe professionalactivities of

members

Informal channels

are spontaneous

and emerge as a

response to

individual choices

Personal and social

messages


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Interpersonal Communication

Oral

Written

Non-verbal


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ral Communication

Advantages

Speed

Feedback Disadvantages

Potential for distortedmessage

Content at destination isdifferent from the original


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Written Communication

Provide a tangible and

verifiable record

Can be stored for anindefinite period of time

Physically available for

later reference

Well thought-out, logical,

and clear

Time consuming

Lack of feedback

No guarantee how

reader will interpret it

Advantages Disadvantages


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Non-verbal Communication

Two most important messages that body

language conveys are:

(1) the extent to which an individual likes

another and is interested in his views

(2) the relative perceived status between a

sender and receiver


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Intonations

Facial expression

Physical distance


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Computer-aided Communication

E-mail

Instant messaging

Intranet and Extranet links Video-conferencing


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Instant Messaging

Fast and inexpensivemeans for managers tostay in touch withemployees

No delay, no in-box clutterof messages, and nouncertainty as to whether

the message wasreceived


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Knowledge Management

Process of organizing and distributing

an organizations collective wisdom so

the right information gets to the right

people at the right time


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Provides an organization with both a

competitive edge and improved

organizational performance


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Intellectual assets are now as importantas physical or financial assets

As baby boomers begin to leave the

workforce, theres an increasingawareness that they represent a wealth

of knowledge that will be lost if there are

no attempts to capture it


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Barriers to Effective Communication

Filtering

Selective Perception

Information Overload Gender Styles

Emotions

Language


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In an ever-increasing global

economy, everyone needs to

communicate.


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A Cultural Guide

1) Assume differences until similarity is proved

2) Emphasize description rather than

interpretation or evaluation

3) Practice empathy4) Treat your interpretation as a working

hypothesis


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Cultural Context

High-context cultures

- rely heavily on

nonverbal and subtle

situational cues whencommunicating with

others

Low-context cultures

- rely essentially on

words to convey

meaning


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Communication and Cultural Context

(Edward Hall) High-context cultures

- rely heavily on

nonverbal and subtle

situational cues whencommunicating with

others

-e.g., Mexico

Low-context cultures

- rely essentially on

words to convey

meaning e.g., England


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Consider these facets of communication

Martin Gannon (2001) wrote a book about culturalmetaphors that he believes represent 23 nations in theworld. e.g., this is a team made in heaven

"Do you like the class? " the Chinese English-speaker

often responds with: "Ithink so." To the Chinese, thisresponse is a very positive one; yet, to the American, the

response is lukewarm. Both the use and comprehensionof this particular comment in this situation require somecontextual knowledge. (Jianglong Wang)

U

nderstand not just the language but the culturalprocesses. This means having the knowledge of when tosay what to whom, and the appropriate manner ofspeaking.


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Barriers to Effective Communication

(Robbins) Filtering

Selective Perception

(e.g., SI Theory)

Information Overload

Emotions

Language/Lack of

cultural competency


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Teaching cultural competency

Workshops to teach Japanese business

bows to Americans who go to Japan on

business ventures.

Japanese bows are more complicated than the

American handshake due to the various ways to

bow on various occasions to people of different

status and seniority.

Other useful examples?


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Guidelines (Robbins)

1) Assume differences until similarity is proved

2) Emphasize description rather than

interpretation or evaluation

3) Practice empathy4) Treat your interpretation as a working

hypothesis


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Implications for Managers

1) Use Multiple Channelsfor Communication

2) Use Feedback

3) Simplify Language

4) Listen Actively

5) Constrain Emotions

6) Gain culturalcompetency


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Old Woman?

Or Young Girl?

Hint: The oldwomans nose isthe young girlschin,


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Fundamentalattribution error (evaluating others)

tendency tounderestimate theinfluence of externalfactors and overestimatethe influence of internal

or personal factors

Self-serving bias(evaluating self)

tendency for individualsto attribute theirownsuccesses to internalfactors such as ability oreffort while putting theblame for failure on

external factors such asluck


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Shortcuts to Judging Others

(Robbins) Selectivity - choosing bits of data depending

on the interests, background, experience,

and attitudes of observer

Assumed SimilarityAssumed Similarity - perceptions of others

more influenced by what the observer is like

or thinks


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Shortcuts to Judging Others

StereotypingStereotyping - basing perception on group

membership or association

Halo EffectHalo Effect - drawing a general impression

on the basis of a single characteristic, such

as intelligence, sociability, or appearance


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Communication Axioms

Assume differences until similarity isproved

Emphasize description rather than

interpretation or evaluation Treat yourinterpretation as a

working hypothesis

Practice empathy


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from Hofstede, G.J., Pedersen, P.B. & Hofstede, G., 2002, Exploring

culture: Exercises, stories and synthetic cultures. Intercultural Press,Boston

Cross Cultural Communication

LaRay Barna identified 5 areas of potential

communication barriers

Language

Nonverbal communications (different or rude)

Stereotypes

Evaluation of good or bad

High Levels of Stress


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Two most important messages that body

language conveys are:

(1) the extent to which an individual likes

another and is interested in his views

(2) the relative perceived status between a

sender and receiver


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Intonations

Facial expression

Physical distance


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CAR Model

Context What is the situation or context in

which you observed the behaviour(s) you

want to record or comment on.

Action What did the person(s) you

observed actually do. Be sure to separate

this from your inference and beliefs

Reaction How did you or other peoplerespond to this action


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Computer Aided Communication

Communication in todays organizations is

enhanced and enriched by computer-aided

technologies Robbins, pg 144

Do you agree?

Email?

IM?

Others?


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Process of organizing and distributing

an organizations collective wisdom so

the right information gets to the right

people at the right time


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Intellectual assets are now as important asphysical or financial assets

Provides an organization with both a

competitive edge and improvedorganizational performance

As baby boomers begin to leave theworkforce, theres an increasing awareness

that they represent a wealth of knowledgethat will be lost if there are no attempts tocapture it


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Culture Shock? Familiar cues about how others are supposed to

behave are missing or have a different meaning

Values that you consider good, desirable, beautiful

and worthy are not respected by the host

Feelings of disorientation, anxiety, depressed or

hostile

Dissatisfaction with new ways

Socials skills do not seem to work any longer

A sense that this will never go away.


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Stages in Culture Shock Honeymoon

Disorientation

Irritability and hostility

Adjustment and integration

Biculturality


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Groups

Two or more individuals, interacting and

interdependent, who come together to

achieve particular objectives Formal or informal


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Four Types of Groups

Command Task

Interest

Friendship


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Why Do People Join Groups?


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Basic Group Concepts

Roles

Norms

Status Cohesiveness

Size

Composition


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Roles

Psychological Contract

Sets out mutual expectations


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Norms

Acceptable standards of behaviorwithin a group

that are adopted

and shared bythe groups

members


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Examples of Cards Used

inA

schStudy

X A B C


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Conformity and the Asch Studies

Demonstrated that subjects conformed in

about 35% of the trials

Members desire to be one of the group and

avoid being visibly different

Members with differing opinions feel

extensive pressure to align with others


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Symptoms of Groupthink

Group members rationalize any resistance

to their assumptions

Members pressure any doubters to

support the alternative favored by themajority


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Symptoms of Groupthink

Doubters keep silent about misgivings and

minimize their importance

Group interprets members silence as a yes

vote for the majority


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Variables Influencing Groupthink

Groups cohesiveness

Leaders behavior

Insulation from outsiders Time pressures

Failure to follow methodical decision-making

procedures


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Groupshift

Decision of the group reflectsthe dominant

decision-making

norm that develops

during the groupsdiscussion


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Jerry Harveys Story

Whats likely to happen?

How was the decision made?

Who wanted to go to Abilene?


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Abilene Paradox

Author: Harvey, Jerry B.

Title: The Abilene paradox and other

meditations on management

Published: Lexington, Mass. : Lexington

Books ; San Diego, Calif. : University

Associates, c1988.


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Stages of Group Formation

Forming

Storming

Norming

Performing

Ending


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Forming

Creation of group

Getting to know each other

Developing expectations


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Storming

Establishing boundaries

Who will lead/ control

How will conflicts be settled


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Norming

Agree as a group to rules and limits

Define what the task is

Determine who will complete what parts

Establish how influence/discipline will operate


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Performing

All ancillary components cleared away now

can focus on the task


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Ending

Not in every model

Recognize the need to get closure when

things end


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Use of Outside Products

Tools are useful, but the way of organizingthe world is the real value

Self-Assessment, Organization culture and

MBTI from previous classes

Today FIRO-B

Other tools for decision making and change

Using this approach to understand what your

are dealing with is essential to developing

strategic organizations.


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Overview ofFIRO-B

Developed by Will Schutz. Was originally created as a means to select

submarine crews.

Concerned about motivation to engage in social

behavior. Decided that these motivations were derived from

needs.

Instrument owned and published by Consulting

Psychologist Press.


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The FIRO-B Model

Three basic interpersonal needs

Need to be a part of the group

Inclusion

Need to be in control of the situation and others

Control

Need to be liked and feel close to others -

Affection


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The FIRO-B Model

Not simply the need but what you do with it.There are two types of need:

Those you show to others, that can be observed

by people watching you

expressed

Those that you are aware of but typically do notshow - Need to be in control of the situation and

others wanted


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FIRO-B Scoring

Put the data into a matrix with the need across thetop and the expressed vs. wanted on the side.

Inclusion Control Affection

expressed eI eC eA

wanted wI wC wA


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FIRO-B Scoring

Low = I do this or respond this way

occasionally and selectively.

Medium = I do this or respond this wayusually and with many people.

High = I do this or respond this way very

frequently and with almost everyone.


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Groups Evolve Through Particular

Stages

Along the Dimensions of:

Inclusion early formation stage Where do I fit in? Do I want to be in or out? How committed will I become? How committed is our leader?

Control mid-development Competition for leadership. What is the method for decision making? How will power be distributed?

Affection How close shall I get if the group exists over long period of time?

Inclusion Control Affection


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Inclusion

Forming new relations, associating

with people

Extent of contact and prominence a

person seeks

Expressed:

To what extent do I include other

people in my activities (e.g.,

meetings, discussions) and get them

to include mein theirs?

Low Quiet - Very reserved -Difficult

to know

High Engaging Outgoing -

Connected

Wanted:

How much do I want others to include

me in their activities and invite me to

participate?

Low Private - Little concern for

popularity -

High - Need for acceptance - Hate to

be left out


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Typical Behavior for:

eI

HIGH

Initiates contact

Shows interest in others

Likes to socialize Group-oriented

Communicative

Outgoing

LOW

Appears reserved

Seems restrained

F

act-oriented Doesnt like to chit-chat


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HIGH

Fears being ignored or left out

Likes to be included

Is easily slighted

Wants attention

Concern for recognition

Desires status

LOW

Seems self-sufficient

Appears self-reliant

Likes to be alone Doesnt care to socialize

wI


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Control

Decision making, influence, and persuasionbetween people

Extent of power or dominance a person

seeks

Expressed:

How much control and influence do I

exert over things?

To what extent do I take charge and tellothers what to do?

Low - Flexible - Little interest in power

Easygoing

High - Intense Exacting - Dominant

Wanted:

How much control and influence do I

want others to have over me? How

comfortable am I with others telling mewhat to do?

Low Independent - Rebellious - Prefers

autonomy

High - Compliant Dependent -


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HIGH

Likes to direct people

Makes decisions readily

Organizes self and others

Seems confident

Wants challenges

LOW

Not power-oriented

Non-directive

Prefers not to supervise others

Wants others to make their

own decisions

eC


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HIGH

Wants direction or guidance

Concerned about rules

Supports others

Cooperative

Methodical and orderly

Wants structure

LOW

Appears independent

Works with, not for others

Follows through on decisions

Rejects structure

wC


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Affection

Emotional ties and warm connections betweenpeople

Extent of closeness a person seeks

Expressed:

To what extent do I act open, trusting,

and caring toward others?

Low Businesslike - Aloof -Rational

High - Caring Warm - Reassuring

Wanted:

How much do I want others to act open,

trusting,

and caring toward me?

Low - Distant - Closed Cautious

High - Considerate Approachable -

Sensitive


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HIGH

Open and trusting

Warm and friendly

Expresses feelings Gives acknowledgment

Shows support

Shows encouragement

LOW

Appears unfeeling

Seems calm and aloof

Appears objective and formal

Appears unemotional

eA


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HIGH

Wants to be liked

Wants others trust

Concern for approval Responds well to praise

Easily hurt

Takes criticism hard

LOW

Appears guarded

Not easy to know

Can be direct and blunt

Seems invulnerable

Appears cool and rational

wA


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The Hawthorne Studies

Concluded that a workers behavior and sentiments were

closely related

Group influences were significant in affecting individual

behavior.

Group standards were highly effective in establishing

individual worker output.

Money was less a factor in determining worker output

than were group standards, sentiments, and security.


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Cohesiveness

The degree to which members

of the group are attracted to

each other and motivated to

stay in the group


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Relationship of Cohesiveness

to Productivity CohesivenessHigh Low

High

Low Decreasein

productivity

No significanteffect on

productivity

Strong increasein

productivity

Moderate increasein

productivity

H C M E C h i ?


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How Can Managers Encourage Cohesiveness?

Make the group smaller Encourage agreement on

group goals

Increase the time spent together Increase the status and perceived difficulty of

group membership

Stimulate competition with other groups

Give rewards to the group rather thanmembers

Physically isolate the group


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HowSize Affects a Group

Smaller groups are faster at completing

tasks

Large groups are consistently better at

problem solving

Increases in group size are inversely

related to individual performance

Documents

6 Communication, Groups