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MGMT 280 Business Communica3ons Class 3

Tuesday, January 15, 13

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But first.... A story about Love Communica3ons And Rela3onships

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A Review of the Basics 1/3 of the class did not follow direc7ons

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(I am trying to help you get prepared for the real world)
1.
All email goes to this email address only: barnesjw@seaEleu.edu 2. Meet the deadlines. One email message said, “Hey professor, sorry I was traveling.” 3. Save papers with your name, class name, and assignment name in the file name. Example: John Doe, MGMT 280, Nonverbal Assessment. Do not save your papers with file names such as: “paper”

“first paper”

“MGMT 280”

“nonverbal paper”

“280 paper” 4. All email messages must have an email signature.
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A Review of the Basics

Library Review

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Focusing on Interpersonal and Group Communication And Nonverbal Communication

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Today: Class 3

Read Chapter One in the textbook. Be prepared to talk about the three most important concepts you learned in chapter one. • Read: Chapter 2-­‐-­‐-­‐Interpersonal and Group Communica7on • One-­‐page papers, a self-­‐assessment, of your nonverbal skills, strengths and areas you would like to become stronger at.

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Business communica,on does not take place in a vacuum. It’s impacted by various forces: •Legal •Ethical •Diversity •Technology •Team environment •Personali7es. •Exercise: Class into groups. Will do start doing group/team exercises each class.
BCOM
3e, Lehman & DuFrene

Tuesday, January 15, 13

© 2012 Cengage Learning

Overview

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Communica3on Process Barriers
• Differences in educa,on level, experience, and culture • Physical issues, such as noise or room temperature

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Communica3on Barriers
Mental
distrac3ons, such as developing a response instead of listening.

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Communica3on Process Barriers
Discuss:
What other types of communica3ons barriers have you run into? At work? Other?
BCOM
3e, Lehman & DuFrene

Tuesday, January 15, 13

© 2012 Cengage Learning

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Communica3on Channels
Plus Social Media!
Facebook Texting Skype LinkedIn

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Dispelling Myths about the Grapevine
• Hallway conversa3ons are no more or less accurate than other communica,on channels. True? Not True? Why? • Message distribu,on is networked rather than linear in nature. How?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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EXERCISE
• Interpersonal Communica7ons: Ge_ng to know people. • Sit together in your groups. • Each of you share 2 truths and 1 lie about yourself. See who is able to “fool” the group the most and why. • Select one student as spokesperson to share what happened. • Explain why you think this person fooled the group.

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Strategic Forces Influencing Business Communica7on

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Causes of Illegal and Unethical Behavior
• • • • • • Excessive emphasis on profits. Misplaced corporate loyalty Obsession with personal advancement Expecta,on of not geNng caught. Unethical tone set by top management about whether an ac,on is wrong Unwillingness to take an ethical stand. (Joe’s FOX example)

© 2012 Cengage Learning

BCOM 3e, Lehman & DuFrene

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Changing U.S. Workforce Age Demographics

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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How does age affect communica7ons in a business se_ng? Video Next (Take Notes)

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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How does age affect communica7ons in a business se_ng?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Discuss: How does age affect communica7ons in a business se_ng?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Discuss: How Does Culture, Ethnicity and/or religion affect business communica3ons?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Discuss: How Does Culture and/or religion affect business communica3ons?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Who Did The Reading?
What
is Ethnocentrism?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Barriers to Intercultural Communica3on
• Ethnocentrism: Evalua@ng other people’s cultures • Stereotypes • Personal space requirements (demo) • Body language (demo) according to your own standard’s and your own culture.

BCOM 3e, Lehman & DuFrene

Tuesday, January 15, 13

© 2012 Cengage Learning

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Linguis7c Discrimina7on

Language discrimination occurs when a person is treated differently because of that person’s native language or other characteristics of that person’s speech.

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

Copyright © 2011 Legal Aid Society–Employment Law Center.

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How Does Technology Affect Business Communica3ons?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Impact of Technology
• Aids in collec,ng and organizing data • Helps craW clearer and more effec,ve messages • Allows for instant communica,on. • Overcomes distance and ,me issues • Complicates interpersonal rela3onship development. Why? How? Discuss • Raises legal and ethical issues
BCOM
3e, Lehman & DuFrene

Tuesday, January 15, 13

© 2012 Cengage Learning

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Teamwork

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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What Are Some of the benefits of working in teams?

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Important Team Skills
• • • • • • • • Problem-­‐solving and goal-­‐seNng Conflict resolu3on Distributed leadership Commitment to evaluate the group process Ability to understand needs of coworkers Effec,ve communica,on Ability to deal with barriers Ability to ac3vely LISTEN.

© 2012 Cengage Learning

BCOM 3e, Lehman & DuFrene

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Leadership Doesn’t = Dictator

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Discuss Leadership Doesn’t = Dictator

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

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Business Communica3ons

Why is it important to have effective interpersonal relationships in business?

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Assignments

• DISCUSS

• A self-assessment of your nonverbal skills and your

listening skills including your strengths and specific skills you could improve upon.

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Maslow’s Hierarchy of Needs
Self-­‐Actualizing
Needs
Ego
needs Social needs
Security
and safety needs

Physiological needs
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Business Communica3ons

• What is a blind spot? • “Scatoma”

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Business Communica3ons
• Read the following and count the number of “F’s”
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS OF EXPERTS.

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Business Communica3ons

Count the number of “F’s”

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Business Communica3ons

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS OF EXPERTS.

There are 7 F’s---We all have blind spots
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The Johari Window Theory And Revealing Something Unknown About Yourself in Building Rela3onships

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Johari Window: Revealing something about yourself can create a closer rela@onship. Decreases blind spots.

what is unknown by the person about him/ herself but which others know

what is unknown by the person about him/ herself and is also unknown by others

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Why are some business rela7onships posi7ve and some are nega7ve?

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Why are some business rela7onships posi7ve and some are nega7ve?

•Value •Appreciation
•How valued people feel.

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EXERCISE: In teams, come up with five ac7ons managers, leaders, supervisors can take to create a more open, posi7ve communica7ons atmosphere. Can be verbal, wriEen, or nonverbal, etc.

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Confirming Responses
You do this in three ways: 1. Recognition •Overt 2. Acknowledgement: •Of their ideas and feelings. 3. Endorsement •You agree with them

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Interpersonal Rela7onships

•Every message has a relational dimension
•Aware or not •Every time we communicate we send and receive a relational message

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Interpersonal Business Rela7onships

•It isn’t what we communicate about that shapes a relational climate…

•It’s how we write,

how we speak, how we act toward each other.
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Interpersonal Business Rela7onships What Works and Doesn’t Work

•Evaluation vs. Description •Most people become irritated with judgmental statements. Exercise/Examples

•They sound accusatory. •They can be interpreted as having little regard for the other person
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Interpersonal Business Rela7onships What Works and Doesn’t Work

•Evaluation vs. Description
Instead of…. “You talk too much…” “When you don’t give me a chance to say what’s on my mind I get frustrated.”

•Emphasis is on the effect of the other
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person's action, not judging their behavior.
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Team Exercise: Name five specific behaviors that build trust in business communica3ons?

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What specific behaviors build trust in business communica3ons? • Be honest. • Do what you say you will do. • Don’t talk about someone to another person. • Live by values. • Live with a purpose. • Help others. Tuesday, January 15, 13 52

What specific behaviors can undo trust in business communica3ons? Discuss

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Organiza,onal Development and Small Group Effec,veness
• Recognizes that group members need mutual trust • Involves emo7onal and task-­‐oriented communica,on

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Nonverbal

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Body Language Tips

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Nonverbal Communica@on Adds Meaning
Metacommunica7on • Communica,on about communica,on. Visual • All types of body movements (gestures, eye contact, and facial expressions) Vocal • Tone, projec,on, and emphasis

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Kinesic Communica,on
Visual • Gestures, winks, smiles, frowns, sighs, aNre, grooming, and other body movements Vocal • Intona,on, projec,on, and resonance

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Understanding Kinesic Messages
Action

Wink or light chuckle after statement A supervisor lightly puts his arm around an employee’s shoulders

Possible Message
“Don’t
believe what I just said.”

“Everything is Line. Let me help you.” OR sexual harassment

A job applicant submits a résumé with errors

““My spelling and grammar skills are deLicient.” OR “I don’t care to do my best.”

A group leader does not sit at the head of the table

“I want to demonstrate my equality with other members.”

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Understanding Nonverbal Messages
• Cannot be _______ • Vary between ______ and cultures • May be ____________ or uninten,onal, _________or harmful • May be __________ and receive more aben,on than the verbal message

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Understanding Nonverbal Messages
• Cannot be avoided _______ • Vary between ______ and cultures • May be ____________ or uninten,onal, _________or harmful • May be __________ and receive more aben,on than the verbal message

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Understanding Nonverbal Messages
• Cannot be avoided _______ • Vary between people and cultures ______ • May be ____________ or uninten,onal, _________or harmful • May be __________ and receive more aben,on than the verbal message

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Understanding Nonverbal Messages
• Cannot be avoided _______ • Vary between people and cultures ______ contradictory • May be ____________ or uninten,onal, _________or harmful • May be __________ and receive more aben,on than the verbal message

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Understanding Nonverbal Messages
• Cannot be avoided _______ • Vary between people and cultures ______ contradictory • May be ____________ or uninten,onal, beneficial harmful _________or • May be __________ and receive more aben,on than the verbal message

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Understanding Nonverbal Messages
• Cannot be avoided _______ • Vary between people and cultures ______ contradictory • May be ____________ or uninten,onal, beneficial harmful _________or • May be _inten3onal and receive more _________ aben,on than the verbal message

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What roles do culture and gender play in nonverbal communica@on?

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What roles do culture and gender play in nonverbal communica@on? • Nonverbal messages have different meanings from culture to culture. • Men and women from the same culture typically exhibit different body language. • Must be mindful of nonverbal communica,ons when dealing with people from other cultures. • The role space and distance plays. DEMO

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Nonverbal Peer Pressure Watch What Happens In An Elevator

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Effective Active Listening

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Effec@ve Listeners . . .

• Quiet their “background” conversa3ons. • Listen instead of thinking what they will say next. • Minimize distrac,ons • Get “in touch” with the speaker • Show ac,ve involvement; do not interrupt • Ask reflec,ve, non-­‐threatening ques,ons.
– “Could you please explain more about....”

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Slide 13

Benefits of Good Listening
 By listening accurately, you avoid communication difficulties.  You increase your chance of being well liked and appreciated.

McGraw-Hill
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Slide 14

Listening
 There are three ways to listen and respond: For information To critically evaluate a speaker s ideas To help others with their problems
68

  

McGraw-Hill
Tuesday, January 15, 13

Slide 15

Unethical Listeners
 Fraudulent – pseudolisteners (nodders)  Monopolistic – always want to be listened to, but never want to listen to you  Completers – fill in missed gaps with manufactured information  Selective – zero in only on parts that interest them  Avoiders – close their ears to information they d rather not deal with  Defensive – assume others are criticizing  Attackers – wait for you to make a mistake so they can challenge what you have to say
McGraw-Hill
Tuesday, January 15, 13 69

Slide 27

Set Appropriate Goals
 Know what you are listening for
• To understand content • To retain content • To analyze content • To evaluate content • To develop empathetic relationships

 Adapt goals to each situation or experience
McGraw-Hill
Tuesday, January 15, 13 70

Exercise: Name five irritating listening habits.

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Slide 41

10 Irritating Listening Habits
          Interrupting the speaker Not looking at the speaker Rushing the speaker Showing interest in something else Finishing the speaker s thoughts Not responding to the speaker s requests Saying, Yes, but… -- made up your mind Saying That reminds me of… Forgetting what was talked about previously Asking too many questions about details Larry Barker & Kittie Watson, Listen Up
72

McGraw-Hill
Tuesday, January 15, 13

Slide 42

What Can Be Done About Listening?
          Listen with an open mind. Judge content, not delivery Without evaluations Listen for central ideas Stay flexible when taking notes Overcome distractions by concentrating Check your emotions Exercise your mind on difficult areas Stay with the speaker; don t daydream Effective listening is an active process Dr. Ralph G. Nichols
McGraw-Hill
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Slide 43

Remembering
 Remembering  People only remember 50% of what they hear immediately after hearing it.  Within two months, 50% of that is forgotten.
McGraw-Hill
Tuesday, January 15, 13 74

Bad Listening Habits
• • • • • •

Faking aben,on Allowing disrup,ons Over-­‐listening Stereotyping Dismissing subjects as uninteres,ng Failing to observe nonverbal aids

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Gender and Communications

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Gender and Communications

How do men and women communicate differently?

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Gender and Communications
Colette Carlson www.SpeakYourTruth.com

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Gender and Communications

Discuss Video

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Gender and Communications
Leadership Style. Because women are more relationship oriented, they tend to lead by consensus. Men tend to be more top down and include only the people closest to them at their level in the decision making process when they think it is necessary.

Source: http://superperformance.com/gendercommunication.html
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Gender and Communications
Women tend to be more relationship oriented and accomplish tasks by building relationships first. They then know who to ask and are comfortable asking others to get things done. Men tend to be more task oriented and go straight to the task. They build their relationships when they are in the task or project.

Source: http://superperformance.com/gendercommunication.html
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Gender and Communications
In non-verbal behavior women will nod their head to show that they are listening. Men leave the conversation thinking that a head nod means agreement and will be surprised to find out that the woman didn't agree at all.

Source: http://superperformance.com/gendercommunication.html
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What Are The Differences Between Teams and Groups

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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What%Are%The%Differences%Between% Teams%and%Groups?%
• •

A team is a group with a clear identity and a high level of member commitment. A group is composed of a few to several people usually brought together to accomplish a task or goal.

!

BCOM 3e, Lehman & DuFrene

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©!2012!Cengage!Learning.!!All!Rights!Reserved.!May!not!be!scanned,!copied!or!duplicated,!or!posted!to!a!publicly!accessible!website,!in!whole!or!in!part.!

©

2012 Cengage Learning

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Purposes of Group Communica3on

BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

85

Purposes of Group Communica3on
• Achieve a task with a purpose
– To serve on a decision-­‐making or problem-­‐solving group – To get the job done

BCOM 3e, Lehman & DuFrene

Tuesday, January 15, 13

© 2012 Cengage Learning

85

Purposes of Group Communica3on
• Achieve a task with a purpose
– To serve on a decision-­‐making or problem-­‐solving group – To get the job done

• Maintenance or social purpose
– To assist in helping develop each other’s skills. – To develop group morale

BCOM 3e, Lehman & DuFrene

Tuesday, January 15, 13

© 2012 Cengage Learning

85

Purposes of Group Communica3on
• Achieve a task with a purpose
– To serve on a decision-­‐making or problem-­‐solving group – To get the job done

• Maintenance or social purpose
– To assist in helping develop each other’s skills. – To develop group morale

• What’s the difference between a “group” and a “team?” Discuss BCOM 3e, Lehman & DuFrene

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© 2012 Cengage Learning

85

Team Behaviors
Commitment
• Focus on _______, values, goals, and expecta,ons Coopera7on • Share a sense of ________ Communica7on • Know that ___________must flow smoothly
Contribu7on • Expect all members to share _____ and ________with the team

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Team Behaviors
Commitment
• Focus on mission values, goals, and expecta,ons _______, Coopera7on • Share a sense of ________ Communica7on • Know that ___________must flow smoothly
Contribu7on • Expect all members to share _____ and ________with the team

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Team Behaviors
Commitment
• Focus on mission values, goals, and expecta,ons _______, Coopera7on purpose • Share a sense of ________ Communica7on • Know that ___________must flow smoothly
Contribu7on • Expect all members to share _____ and ________with the team

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Team Behaviors
Commitment
• Focus on mission values, goals, and expecta,ons _______, Coopera7on purpose • Share a sense of ________ Communica7on • Know that informa7on ___________must flow smoothly
Contribu7on • Expect all members to share _____ and ________with the team

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Team Behaviors
Commitment
• Focus on mission values, goals, and expecta,ons _______, Coopera7on purpose • Share a sense of ________ Communica7on • Know that informa7on ___________must flow smoothly
Contribu7on skills • Expect all members to share _____ and abili7es ________with the team

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Face-­‐to-­‐Face Mee3ngs

Advantages
Provide
rich, nonverbal cues Are preferred when dealing with sensi,ve issues Are beneficial for rapport
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Disadvantages
Pose
logis,cal issues of ,me, place, and schedules May be dominated by aggressive and high-­‐ status members

87

Electronic Mee3ngs

Advantages
• Assist with geographically scabered groups • Speed up mee,ng follow-­‐up ac,vi,es • Place all par,cipants on a more even level

Disadvantages
• Cannot replace face-­‐to-­‐face contact for some mee,ngs • Can make consensus harder to reach • Are dependent upon keyboarding skills
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Sugges@ons for Effec@ve Mee@ngs

• Have an agenda, purpose and intended results.

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • Limit mee,ng ______and _________ Make ___________ arrangements Distribute _______ in advance Encourage ___________ Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _________ Make ___________ arrangements Distribute _______ in advance Encourage ___________ Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ Make ___________ arrangements Distribute _______ in advance Encourage ___________ Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ sa3sfactory Make ___________ arrangements Distribute _______ in advance Encourage ___________ Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ sa3sfactory Make ___________ arrangements agenda Distribute _______ in advance Encourage ___________ Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ sa3sfactory Make ___________ arrangements agenda Distribute _______ in advance par3cipa3on Encourage ___________ Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ sa3sfactory Make ___________ arrangements agenda Distribute _______ in advance par3cipa3on Encourage ___________ order Maintain _____ Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ sa3sfactory Make ___________ arrangements agenda Distribute _______ in advance par3cipa3on Encourage ___________ order Maintain _____ conflict Manage _______and seek consensus Prepare thorough _______
90

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Sugges@ons for Effec@ve Mee@ngs
• • • • • • • length Limit mee,ng ______and _frequency ________ sa3sfactory Make ___________ arrangements agenda Distribute _______ in advance par3cipa3on Encourage ___________ order Maintain _____ conflict Manage _______and seek consensus Prepare thorough minutes _______
90

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Sugges3ons for Effec3ve Mee3ngs

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Sugges3ons for Effec3ve Mee3ngs

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Why Is It Important to Have Agendas and Minutes of Mee7ngs?

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Why Is It Important to Have Agendas and Minutes of Mee7ngs? 1. A plan for the mee7ng keeps everyone on track. 2. You have a beEer chance of accomplishing objec7ves with an agenda. 3. Minutes are important to assure who is responsible for following up and by when.

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What are possible causes of conflict between people in groups?

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What are possible causes of conflict between people in groups? 1. Lack of understanding about each person’s role. 2. Lack of aEen7ve listening. Just wai7ng to speak up. 3. Being quick to judge ideas by others in the group.

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Assignment for the next class •

Read: Chapter 3-Planning Spoken and Written Messages • Read: Chapter 4-Preparing Spoken and Written Messages

•Bring notes: Be prepared to be called upon to discuss how perception and empathy affect communications.

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