Which of the following barriers to oral communication is not the fault of the sender or receiver?

What is the global perception of HRM?

CommunicationCommunication process?communication process consists of a message being sent and received. The message maybe verbal or non-verbal. Communication process which consists of the sender, encoding, the channel, decoding, the receiver, feedback.Types of Channels?Formal ChannelsAre established by the organization and transmit messages that are related to the professional activities of members.Informal ChannelsUsed to transmit personal or social messages in the organization. These informal channels are spontaneous and emerge as a response to individual choices.Types of Communication?Communication can occur via various processes and methods and depending on the channel used and the style of communication there can be various types of communication.Types of Communication Based on Communication ChannelsBased on the channels used for communicating, the process of communication can be broadly classified as verbal communication and non-verbal communication.Verbal CommunicationVerbal communication is further divided into written and oral communication. Oral communication can either be face-to-face communication or a conversation over the phone or on the voice chat over the Internet. The other type of verbal communication is written communication. Written communication can be either via snail mail, or email.Nonverbal CommunicationNon-verbal communication includes the overall body language of the person who is speaking, which will include the body posture, the hand gestures, and overall body movements.Types of Communication Based on Style and Purpose?Based on the style of communication, there can be two broad categories of communication, which are formal and informal communication that have their own set of characteristic features.Formal CommunicationFormal communication includes all the instances where communication has to occur in a set formal format. Typically this can include all sorts of business communication or corporate communication. The style of communication in this form is very formal and official.Informal CommunicationInformal communication includes instances of free unrestrained communication between people who share a casual rapport with each other. Informal communication requires two people to have a similar wavelength and hence occurs between friends and family.Computer-Aided Communication?Ø E-mail- Advantages: quickly written, sent, and stored; low cost for distribution.- Disadvantages: information overload, lack of emotional content, cold and impersonal.Ø Instant messaging- Advantage: "real time" e-mail transmitted straight to the receiver's desktop.- Disadvantage: can be intrusive and distracting.Ø Intranet- A private organization-wide information network.Ø Extranet- An information network connecting employees with external suppliers, customers, and strategic partners.Ø Videoconferencing- An extension of an intranet or extranet that permits face-to-face virtual meetings via video links.Barriers to Effective Communication?Filtering:A sender's manipulation of information so that it will be seen more favorably by the receiver.Selective Perception: People selectively interpret what they see on the basis of their interests, background, experience, and attitudes.Information Overload: A condition in which information inflow exceeds an individual's processing capacity.Emotions:How a receiver feels at the time a message is received will influence how the message is interpreted.Language: Words have different meanings to different people.Communication Apprehension: Undue tension and anxiety about oral communication, written communication, or both.Communication Barriers between Men and Women?Ø Men talk to:- Emphasize status, power, and independence.- Complain that women talk on and on.- Offer solutions.- To boast about their accomplishments.Ø Women talk to:- Establish connection and intimacy.- Criticize men for not listening.- Speak of problems to promote closeness.- Express regret and restore balance to a conversation.Communication Barriers and Cultural Context?High-Context CulturesHigh-Context cultures rely heavily on nonverbal communication when communication with other people what it not said what it said. Ex. - Country like China, Japan.Low-Context CulturesLow-Context Cultures rely essentially on words to convey meaning body language or formal title are secondary spoken are written words. Ex. - Country like Germany, North AmericanTeam versus GroupDifference Team group and Work group?Work Group- Individual accountability- Come together to share information and perspectives- Focus on individual goals- Produce individual work products- Define individual roles, responsibilities, and tasks- Concern with one's own outcome and challenges- Purpose, goals, approach to work shaped by managerWork Team- Individual and mutual accountability- Frequently come together for discussion, decision making, problem solving, and planning.- Focus on team goals- Produce collective work products- Define individual roles, responsibilities, and tasks to help team do its work; often share and rotate them- Concern with outcomes of everyone and challenges the team faces- Purpose, goals, approach to work shaped by team leader with team membersTypes of Teams?Problem-Solving Teams: Groups of 5 to 12 employees from the same department who meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment.Project team: A project team is pretty much what it sounds like - a group of people brought together to accomplish a particular project. Typically, when the project ends, the team ends.Cross-functional team: A cross-functional team is made up of employees from different departments or areas of the business.Self-Managed Work Teams: Groups of 10 to 15 people who take on the responsibilities of their former supervisors.Virtual Teams: Teams that use computer technology to tie together physically dispersed members in order to achieve a common goal.Foundations of Group BehaviorDefining and Classifying Groups?Two or more individuals interacting and interdependent, who have come together to achieve particular objectives.Formal Group: A designated work group defined by the organization's structure.Informal Group: A group that is neither formally structured now organizationally determined; appears in response to the need for social contact.Informal Group: A group that is neither formally structured now organizationally determined; appears in response to the need for social contact.Task Group: Those working together to complete a job or task.Interest Group: Those working together to attain a specific objective with which each is concerned.Friendship Group: Those brought together because they share one or more common characteristics.The Five-Stage Model of Group Development?Forming Stage: In the forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction. Group members have a desire for acceptance by the group and a need to be know that the group is safe.Storming Stage: The next stage, called Storming, is characterized by competition and conflict in the personal-relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations.Norming Stage: In the norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members' contributions, community building and maintenance, and solving of group issues.Performing Stage: The performing stage is not reached by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility.Adjourning Stage: The final stage, adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes.Temporary Groups with Deadlines?Punctuated-Equilibrium Model: Temporary groups go through transitions between inertia and activity.Sequence of actions:Setting group directionFirst phase of inertiaHalf-way point transitionMajor changesSecond phase of inertiaAccelerated activityGroup Structure - Roles?Group structure is a pattern of relationships among members that hold the group together and help it achieve assigned goals.Group sizeGroup size can vary from 2 people to a very large number of people. Small groups of two to ten are thought to be more effective because each member has ample opportunity to participate and become actively involved in the group. Large groups may waste time by deciding on processes and trying to decide who should participate next.Group rolesIn formal groups, roles are usually predetermined and assigned to members. Each role will have specific responsibilities and duties. There are, however, emergent roles that develop naturally to meet the needs of the groups. The informer role involves finding facts and giving advice or opinions. Clarifiers will interpret ideas, define terms, and clarify issues for the group. Summarizers restate suggestions, offer decisions, and come to conclusions for the group.Group normsNorms are acceptable standards of behavior within a group that are shared by the members of the group. Norms define the boundaries of acceptable and unacceptable behavior. They are typically created in order to facilitate group survival, make behavior more predictable, avoid embarrassing situations, and express the values of the group.Why People Join Groups?In my opinion people join groups for different reasons at different times. It really depends on the circumstances. But what you have mentioned covers the major reasons why do they join a group.I could think of only minor reasons like:Security, Status, Self-esteem, Affiliation, Power, Goal achievement.Conflict and NegotiationConflict DefinedIs a process that begins when one party perceives that another party has negatively affected, or is about to negatively affect, something that the first party cares about.View of Conflict?Traditional View of Conflict: The belief that all conflict is harmful and must be avoided. Causes: Poor communication, Lack of openness, Failure to respond to employee needsHuman Relations View of Conflict: The belief that conflict is a natural and inevitable outcome in any group.Interactionist View of Conflict: The belief that conflict is not only a positive force in a group but that it is absolutely necessary for a group to perform effectively.Functional Conflict: Conflict that supports the goals of the group and improves its performance.Dysfunctional Conflict: Conflict that hinders group performanceTask Conflict: Conflicts over content and goals of the work.Relationship Conflict: Conflict based on interpersonal relationships.Process Conflict: Conflict over how work gets done.The Conflict Process?Stage I: Potential Opposition or IncompatibilityThe first step in the conflict process is the presence of conditions that create opportunities for conflict to arise. They need not lead directly to conflict, but one of these conditions is necessary if conflict is to surface.Communication: The communication source represents the opposing forces that arise from semantic difficulties, misunderstandings, and noise in the communication channels.Structure: The term structure is used, in this context, to include variables such as size, degree of specialization in the tasks assigned to group members, jurisdictional clarity, member-goal compatibility, leadership styles, reward systems, and the degree of dependence among groups.Personal Variables: As practical experience has taught us, some people are conflict oriented and others are conflict aversive. Evidence indicates that certain personality types-for example, individuals who are highly authoritarian and dogmatic-lead to potential conflict.Stage II: Cognition and PersonalizationIf the conditions cited in stage I negatively affect something that one party cares about, and then the potential for opposition or incompatibility becomes actualized in the second stage. As our definition of conflict notes, perception is required. One or more of the parties must be aware of the existence of the antecedent conditions. However, because a conflict is perceived does not make it personalized. In other words, "A may be aware that B and A are in serious disagreement . . . but it may not make A tense or anxious, and it may have no effect whatsoever on A's affection toward B."6 It is at the felt level, when individuals become emotionally involved, that parties experience anxiety, tension, frustration, or hostility.Stage III: IntentionsIntentions intervene among people's perceptions and emotions and overt behaviors. These intentions are decisions to act in a given way. Using two dimensions-cooperativeness (the degree to which one party attempts to satisfy the other party's concerns) and assertiveness (the degree to which one party attempts to satisfy his or her own concerns)-we can identify five conflict-handling intentions:1. Competing: assertive and uncooperative, such as when you strive to achieve your goal at the expense of the other party achieving his.2. Collaborating: assertive and cooperative-intending to find a win-win solution that makes both parties happy.3. Avoiding: unassertive and uncooperative, such as when you avoid a conflict based on the hope it will just go away.4. Accommodating: unassertive and cooperative, such as when you give in just to please someone else.5. Compromising: mid-range on both assertiveness and cooperativeness, where the pie is sliced down the middle).Stage IV: BehaviorWhen most people think of conflict situations, they tend to focus on stage IV because this is where conflicts become visible. The behavior stage includes the statements, actions, and reactions made by the conflicting parties. These conflict behaviors are usually overt attempts to implement each party's intentions, but they have a stimulus quality that is separate from intentions. As a result of miscalculations or unskilled enactments, overt behaviors sometimes deviate from original intentions.Stage V: OutcomesThe action-reaction interplay among the conflicting parties results in consequences.Functional Outcomes It is hard to visualize a situation in which open or violent aggression could be functional. Yet in a number of instances, it's possible to envision how low or moderate levels of conflict could improve the effectiveness of a group. Because people often find it difficult to think of instances in which conflict can be constructive, let's consider some examples and then review the research evidence. Note how all these examples focus on task and process conflicts and exclude the relationship variety. Conflict is constructive when it:■improves the quality of decisions,■stimulates creativity and innovation,■encourages interest and curiosity among group members,■provides the medium through which problems can be aired and tensions released, and■fosters an environment of self-evaluation and change.Dysfunctional Outcomes The destructive consequences of conflict on a group's ororganization's performance are generally well known. A reasonable summary mightstate that uncontrolled opposition breeds discontent, which acts to dissolve commonties, and eventually leads to the destruction of the group. And, of course, a substantialbody of literature documents how conflict-the dysfunctional varieties-can reducegroup effectiveness.13 Among the more undesirable consequences are a retarding ofcommunication, reductions in group cohesiveness, and subordination of group goalsto the primacy of infighting among members. At the extreme, conflict can bring groupfunctioning to a halt and potentially threaten the group's survival.Creating Functional Conflict One common ingredient in organizations that successfully create functional conflict is that they reward dissent and punish conflict avoiders. The real challenge for managers, however, occurs when they hear news that they don't want to hear. The news may make their blood boil or their hopes collapse, but they can't show it. They have to learn to take the bad news without flinching. No tirades, no tight-lipped sarcasm, no eyes rolling upward, no gritting of teeth.Types of Bargaining Strategies?There are two general approaches to negotiation: distributive bargaining and integrative bargaining. Distributive and integrative bargaining differs in goal and motivation, focus, interests, information sharing, and duration of relationship. Let's examine the differences between these two approaches.Distributive Bargaining:Goal- Get as much of the pie as possibleMotivation- Win-loseFocus- Positions ("I can't go beyond this Interests point on this issue.")Interests- OpposedInformation- Low (sharing information will allow other party to advantage)Duration of relationship- Short termIntegrative Bargaining:Goal- Expand the pie so that both parties are satisfiedMotivation- Win-WinFocus- Interests ("Can you explain why this issue is so important to you?")Interests- CongruentInformation- High (sharing information will allow each party to find ways to satisfy interests of each party)Duration of relationship- Long termThe Negotiation Process?It views negotiation as made up of five steps:1. Preparation and planning2. Definition of ground rules3. Clarification and justification4. Bargaining and problem solving5. Closure and implementationThird-Party Negotiations?Mediator: A neutral third party who facilitates a negotiated solution by using reasoning, persuasion, and suggestions for alternatives.Arbitrator: A third party to a negotiation who has the authority to dictate an agreement.Conciliator: A trusted third party who provides an informal communication link between the negotiator and the opponent.Consultant: An impartial third party, skilled in conflict management, who attempts to facilitate creative problem solving through communication and analysis.Dimension Conflict-Handling Intention?Conflict-Handling Intention: CompetitionØ When quick, decisive action is vital (in emergencies); on important issues.Ø Where unpopular actions need implementing (in cost cutting, enforcing unpopular rules, discipline).Ø On issues vital to the organization's welfare.Ø When you know you're right.Ø Against people who take advantage of noncompetitive behavior.Conflict-Handling Intention: CollaborationØ To find an integrative solution when both sets of concerns are too important to be compromised.Ø When your objective is to learn.Ø To merge insights from people with different perspectives.Ø To gain commitment by incorporating concerns into a consensus.Ø To work through feelings those have interfered with a relationship.Conflict-Handling Intention: AvoidanceØ When an issue is trivial, or more important issues are pressing.Ø When you perceive no chance of satisfying your concerns.Ø When potential disruption outweighs the benefits of resolution.Ø To let people cool down and regain perspective.Ø When gathering information supersedes immediate decision.Ø When others can resolve the conflict effectivelyØ When issues seem tangential or symptomatic of other issues.Conflict-Handling Intention: AccommodationØ When you find you're wrong and to allow a better position to be heard.Ø To learn, and to show your reasonableness.Ø When issues are more important to others than to yourself and to satisfy others and maintain cooperation.Ø To build social credits for later issues.Ø To minimize loss when outmatched and losing.Ø When harmony and stability are especially important.Ø To allow employees to develop by learning from mistakes.Conflict-Handling Intention: CompromiseØ When goals are important but not worth the effort of potential disruption of more assertive approaches.Ø When opponents with equal power are committed to mutually exclusive goals.Ø To achieve temporary settlements to complex issues.Ø To arrive at expedient solutions under time pressure.Ø As a backup when collaboration or competition is unsuccessful.Human Resource Policies and PracticesMethods of Performance Evaluation?Written EssayA narrative describing an employee's strengths, weaknesses, past performances, potential, and suggestions for improvement.Critical Incidents: Evaluating the behaviors that are key in making the difference between executing a job effectively and executing it ineffectively.Graphic Rating Scales: An evaluation method in which the evaluator rates performance factors on an incremental scale.Behaviorally Anchored Rating Scales (BARS): Scales that combine major elements from the critical incident and graphic rating scale approaches: The appraiser rates the employees based on items along a continuum, but the points are examples of actual behavior on a given job rather than general descriptions or traits.Forced Comparisons: Evaluating one individual's performance relative to the performance of another individual or others.- Group Order Ranking: An evaluation method that places employees into a particular classification, such as quartiles.- Individual Ranking:An evaluation method that rank-orders employees from best to worse.- Paired Comparison: An evaluation method that compares each employee with every other employee and assigns a summary ranking based on the number of superior scores that the employee achieves.Difference between Wage and Salary?Wage earners are paid by the hour.Salary earners are paid by the year.Salary earners usually receive paid time when they are not working.Wage earners often have to give up pay for time off.Salaries are often calculated as packages.Wage earners get paid more for working more than 40 hours per week.Salary workers are rarely offered overtime pay.Salaries can contain all kinds of benefits and perks. Difference between training,learning,development,education?Training is concerned with the teaching of specific, factual, narrow - scoped subject matter and skills. It is a formal classroom learning activities.Development is concerned with a broader subject matter of a conceptual or theoretical nature and the development of personal attitudes. It comprises all learning experiences, both on and off the job, including formal, classroom training.Education, primarily, involves the presentation of material by the faculty to students who are learning about the subject matter. The material being studied is fundamentally well known material. Those activities known as teaching and training are included in this category.Learning is the process of acquiring knowledge or skill through study, experience or teaching. It is a process that depends on experience and leads to long-term changes in behavior potential. Behavior potential describes the possible behavior of an individual in a given situation in order to achieve a goal.

How will you influence people to strive willingly for group objectives in your organisation in target based industry?

THIS EXERCISE INVOLVES FOUR ELEMENTS. 1.SETTING OBJECTIVES. 2.MANAGING BY INFLUENCE 3.MANAGING ''CHANGE'' 4.MANAGING BY COMMUNICATION. ============================================= 1.SETTING OBJECTIVES. Stating Objectives OBJECTIVES are something that you will try to make happen in the future. Since that's a ways down the road it's good to get some check‑points along the route. Once your OBJECTIVES are approved, it's important to make a plan to reach them. Taking one step at a time is best. Reaching each step shows you're making progress and can give you a feeling of success. This will help keep you going even though there may be problems. Your plan works like a map and has specific statements (objectives). Objectives describe short term steps which must be reached along the route to your OBJECTIVES. Objectives tell who is responsible to do what by when and how it will be done. It's also important to identify ways to find out if progress is being made on objectives. State things in a way that permit you to know when they've been accomplished. Write down your objectives, and the steps you plan to take to reach them. It doesn't have to be a big deal. It's been found that you are more likely to follow your plan if you have it written down. Also, it's important to check your plan with your superior so that you are sure it's okay. By doing this you also can get your superior's support in carrying out your objectives. OBJECTIVES can be of great value in day‑to‑day efforts. If your goals are not clear you may get blamed or punished for not doing something you didn't know you were responsible for. You also might spend time on low priority tasks or work that you enjoy doing instead of things that are important to your superior and your organization. The Role of Expectations What you expect of your employees and what your people expect of themselves has a great deal to do with how they perform. Low OBJECTIVES mean low expectations and low achievement. Low expectations result in individuals having lower expectations of themselves in their ability to reach OBJECTIVES. How hard someone will work to reach a goal depends on how important that goal is to them. It also depends on whether or not they believe they can achieve it. People have expectations of themselves. Others also have expectations for them. It's been proven that people rise or fall to the level set for them by people who are important to them. To get the best from your employees you need to expect the best. You must be reasonable and keep your expectations in line with their ability to produce. Since people are different, you will have to take the strengths and skills of each individual into account. Goals should be high enough to challenge the employee but not so high that they can't be reached. People should be encouraged to stretch, but only as far as they can be successful. Once challenging goals have been set your workers will need your support, help, encouragement, and coaching. Goals and objectives should be worked out with the employee. Listen carefully to the individual's hopes andplans and, as much as you can, include these in the objectives. State what is expected clearly and specifically. Include signs of progress such as quantity and quality of output. These are called performance standards, certainly not a new idea. Make sure there is agreement on the goals, objectives, and standards. Everyone should be expecting the same things. Such understanding will encourage workers to go ahead comfortably. People are more willing to have high expectations of themselves when they can take reasonable risks. They need to be fairly certain they will be successful and be assured that if they fail, after making a real effort, they won't be punished. Failing or making mistakes, while giving things a hard try, should be seen by all as learning experiences. The failure should not be seen by you, fellow workers, or the individual as affecting their value as a person or an employee, Having this attitude will encourage individuals to move ahead toward their objectives with confidence. They will take reasonable chances to stretch themselves and not worry about being punished or seen as unworthy. Research shows that motivation is highest when the risk factor is about 80/20 ‑ when the chances of succeeding are high. Of course the amount of risk seen as reasonable depends on how secure and confident the individual is. The risk factor should be tailored to the individual. Some respond very well to such challenges. It gets their juices flowing. Others may be a bit timid about taking chances so they will be more cautious about setting high expectations for themselves. SUMMING UP. Here are some actions you can take as a manager to make setting goals and objectives a successful experience. 1.Have clear goals and objectives Yourself and share them with your employees. 2.Plan jointly with your employees. Include their work‑related goals and expectations in the overall goals for the work group. 3.Check to see that work group goals fit with organizational purposes. 4.Make sure goals are worthwhile, measurable, and realistic. 5.Be certain that objectives state who, what, when,and how. 6.Make plans to move step‑by‑step toward the objectives. Watch for the blocks which may have to be faced and think about ways to get around them. but reasonable, expectations. 8. Treat honest failures and mistakes as learning experiences. Make certain that the employees' self‑worth doesn't suffer. ================================================================ MANAGING BY INFLUENCE Leadership is the total effect you have on the people and events around you. This effect is your influence. Effectiv leading is being consciously responsible for your organisational influence. AUTHORITY AND INFLUENCE Managers/Supervisors can accomplish results in one or two ways: through 1. Authority -the right or power to command thought, opinion or behaviour or through 2.Influence ‑the power to produce results without the direct use of force or command SIX STEPS TO EXPANDING YOUR INFLUENCE Leadership is the total effect you have on the people and events around you. This effect is your influence. Effective leading is being consciously responsible for your organisational influence. The steps to expanding your influence involve an understanding of the separation between authority and influence, followed by an examination of your present leadership impact. Step 1: Compare Your Influence to Your Authority To have the ability to manage by influence, you must distinguish between the effect of your authority and the effect of your influence. When you find that your influence is less than your authority and responsiblity, you're in trouble. Your organisation has escaped from your control. This may explain the Peter Principle, which says you rise to your level of incompetence. Because most managers advance on the basis of their personal strength and technical abilities, they can manage a small group by hands‑on management, and still reamin techncally strong. Thier personal supervision is enough to keep the group under control. As they succeed and get promoted, they reach a point where they can't personally oversee all the work of the larger group. Now they need to rely on management skills. Yet, in many cases, these business strengths have not been fully developed and there's no time to stop and build them. So these managers forge ahead ‑ with their organizations slightly out of control. These managers have authority and responsibility, but not enough influence. Often, they just try to exert more authority. If you've done this, you know it simply doesn't work beyond a certain point. You become a juggler, throwing more balls into the air moment by moment. But the time soon comes when you must can't handle any more. Then it's t‑ime to begin managing by influence. Step 2: Use Influence Without Authority Let's take a closer look at authority and influence to find out what really gets the job done. Managers are often uncertain about how they get results. Having authority clouds the issue, yet some might think that enough authority can get the job done regardless of influence. A good salesman assumes he has 100% influence as he meets with a prospect. But suppose he doesn't make the sale. How much influence did he have? You might say "none" or "not enough". When he goes into the next prospect of f ice, how much influence does a good salesman assume he has? Again, 100 percent! Why? Because, since he has no authority, he's forced to rely once more on his influence. It wouldn't make any sense for him to assume he has no influence. If he did that, he might as well stay home. Managers, on the other hand, do have authority and often attempt to manage using only their authority. In fact, some managers act as if they have no influence, just authority. They go out and wield only their authority. And if a little doesn't work, they try wielding more. Step 3: Recognise that your Influence can undermine your authority A company, call it Shoe World of Sydney, hired a new manager for one store ‑ thereby giving him authority to manage the store. Robyn Williams, the firm's General Manager, found that every time the new manager, Peter, had a problem, he would call her. She would solve the problem, and he would carry out her solution perfectly. The only catch: he wasn't solving problems without her. Soon, Robyn realized whe had an extra drain on her ‑ Peter and his problems. She started to think she had made a mistake in hiring Peter and considered replacing him. If he couldn't do the job she had given him, he was no help to her. She was going to tell him about her unhappiness, but after some thought, decided to try a different tactic. On Peter's next call about a problem, Robyn asked how he would solve it. He advised an answer that she thought would work, and she told him to go ahead with it. Robyn was delighted. The next time he called, she did the same thing, and it worked again. After two more weeks of this, Peter stopped calling on her to solve problems. Robyn gained respect for Peter and several months later she asked him why he was calling her so much at first. He told her, "On my first day, you told me, 'Anytime you have a problem, call me.' I did, and you seemed very happy to solve the problem. I called again and you acted pleased about being directly involved, so I kept on working with you that way. I thought that's what you wanted. I was going to suggest that I make more decisions, but I wanted to wait a few months till I felt more secure. Then you started to trust me, and I didn't need to mention it to you." Robyn Williams saw how careful she had to be about little things she said that could influence people and cause trouble. She began considering the possibility that everything she does has an impact. She started finding little things to do to cause success. Step 4: Enhance the Influence you Already have You normally use 20% or less of your brain. To be smarter, you don't need a brain transplant. You just need to use more of what you have. In the same manner. You just need to learn how to use more of what you already have. You need to use more of your born leadership. At first, realizing that you use so little of your influence may sound like bad news, but there's good news in it also. If you can increase the use of your influence from the present 20% up to 22%, that's an increase of 2/20ths or 10%. Wouldn't it be wonderful to increase your effectiveness by 10%? Especially if you're already doing a good job. Ten percent more influence would make a big difference for most managers. It would provide an opportunity to achieve results that they've given up on as impossible. Step 5: Identify Leadership Opportunties What are the implications of greater influence on your part? Let's consider this by discussing different approaches to opening a locked door. If a door were locked and you were told to open it, but you had no key, how would you do it? You might use a cannon and blow it open. If you did, you'd be able to say, "I got the job done?" But there are some undesirable side effects: ruined door, damaged ceiling, no more door jam, lots of cleanup. If, however, you had the key, would you choose the cannon? Of course not! You only use harsh means when a lighter, gentler way isn't available. The same holds true for your leadership and influence. Sometimes you're faced with job situations that seem to require a cannon because you haven't found the key. But knowing the cost of the cannon ‑ employee turmoil and distrust, permanent scars and broken relationships, possibly the resignation of an employee ‑ you leave the door closed and proceed, even though slightly handicapped by the loss of the room beyond the door. You're satisfied that the cost of the harsh, authoritative action would be greater than the gain. As you reclaim more of your influence, you'll discover more keys. You'll be able to gently open doors that you felt were closed forever. The key is influence. Step 6: Confront Your Influence When you use 20% of your brain, the 80% you are not using doesn't affect you. Influence is different. You use 20% of your influence consciously. But with influence, the 80% you are not consciously using, you are unconsciously using! When you are the boss, you are never without influence: YOU CAN NEVER NOT LEAD Everything you do, and everything you don'tdo, has an effect. You lead by acts of commission, and you lead by acts of omission. You are always leading and influencing. Leadership is the total effect you have on the people and events around you, regardless of your authority. In this light, leadership is influence. It differs radically from hands‑on managment or direct supervision. You influence all of your people all the time. But this should come as no great surprise. Managers need to be particularly aware of this fact. Indeed, many things may occur at your company that you would like to think happen inspite of you, not because of you. So, even though you have 100% authority, not everything happens the way you want it to. Does this mean there is a gap between your authority and your influence? No and yes. No: you have 100% influence, and you can never not lead, so a gap never appears. Yes: you use only 20% of your influence consciously, so a gap does separate your authority and the amount of conscious influence you are exerting. The sum of your influence ‑ conscious and unconscious ‑ totals 100%. It is so pervasive that you seldom stop to take account of it. Perhaps you've been so busy seeing what you think are signs of your lack of influence that you've lost sight of the proof of your influence. To gain a new objectivity, it's time to think quietly about your life as a leader. You gain extraordinary power when you take conscious responsibility for the fact that you are always Managing By Influence. HOW TO USE LEVERAGE WHEN MANAGING BY INFLUENCE A lever is a total that helps you to gain the ability to move a heavy load. Managing by authority, with hands‑on and direct supervision, provides this type of leverage. But you have to move your end a long way to achieve a small movement at the other end. Managing By Influence employs a more powerful type of leverage. When you discover your full influence, you find out how to accomplish big results through little movements on your part, recognizing a power you didn't realize you had. You learn how the little things you do, or don't do, create big results, freeing you to get more done in less time. Grab the short end of the stick and you'll get a lot of work done. Managing By Influence incorporates three specific levers. Lever (1) Leading to Change Lever (2) Managing the Climate Lever (3) Promoting Commitment UNDERSTANDING THE ESSENCE OF LEADERSHIP The essence of leadership is knowing thatYOU CAN NEVER NOT LEAD. You have 100% influence, all of the time.You lead by acts of commission and by acts of omission. All other information about leading takes second place to this. Until you understand this, and understand your responsibility for things as they are now and as they have been, you'll never lead with your full potential. You can't get new control of your organization until you recognize that it's always been in your control, even if you were not aware of it. As we explain how to manage by influence, we'll go into some details and techniques, but it will always come back to this. If you learn nothing more than this, and come to grips with it more deeply than you ever have before, you will become a more effective manager. USE YOUR INFLUENCE TO INCREASE YOUR IMPACT Leaders are made, and they are made by effort and hard work. What type of efort and hard work does it take to make you into a better leader? It takes an objective look at yourself, perhaps the hardest work there is in life, but also the most fruitful for growth. Then it takes the effort to apply appropriate techniques and practice. You need courage to look at yourself objectively, to see how well you're accomplishing your mission. In the case of your leadership, it means taking responsibility for everything that happens in your organization. As you find the links between yourself and your organization and discover more influence than you thought you had, you can adjust your attitudes and behaviour. While these changes may require effort, most people find that the difficult part is in the discovery. THREE WAYS TO EXPAND YOUR INFLUENCE Just as the best athletes use replays and coaches, you need to get more objective about the way you lead your organisation, determining how you're already leading ‑ both the good and the bad. Corrections may require less effort and hard work than the evaluation. And some corrections begin without conscious thought, once recognition is made. Here are three ways to expand your influence. 1. Ask "The Question of Influence" You can learn how to expand your influence by observing that pragmatic group of workers, salespeople. A good salesperson assumes he has 100% influence at the start of every sales interview. If he misses a sale, he doesn't assume he had too little influence. He asks himself, "What did I do, (or not do), to make that prospect not buy?" Always ask yourself the Question of Influence, "What did I do (or not do) to make this happen (or not happen)?" 2. Take a Useful Point of View Asking yourself the Question of Influence, even when you're convinced you had no influence in the matter, brings you to the second way to expand your influence: taking a usefial point of view. Ask yourself the Question of Influence because you know the truth: YOU CAN NEVER NOT LEAD. Even if you don't recognize it at the moment, it's the truth. Discipline yourself to take this point of view. People take a point of view by habit. Whatever that point of view is, it's not something they were born with ‑ it's an outlook acquired by habit. After you've gained the habit of taking this responsible point of view, you'll find how useful it is as a key to opening doors that seemed locked. Even if you can't see how you could possibly have influenced a matter, ask yourself, "What did I do (or not do) to make this happen (or not happen)?" It's useless to assume you had no influence. It means your organisation is out of your control. It also means you're helpless to make it work the way you want. Leadership is the total effect you have on the people and events around you. You can become a more effective leader by taking conscious responsibility for your influence. 3. Use Those Around You As Your Mirror Many times you will ask yourself The Question of Influence and not know the answer. At these times, you can reach for the third way to expand your influence: using the people around you as your mirror. Ask those involved or those who can observe you objectively,"What did I do (or not do) to make this happen (or not happen)?" For example, if you've delegated a task and find it undone, you might ask the person to whom you've delegated it, "Can you tell me what I did, or didn't do, that caused you to not get the task done? I'm not asking what you could have done better, but what / could have done better." As you ask this, you'll be leading others to imitate your sense of self responsibility by looking to their own actions, not the actions of others, to explain success or failure. Don't pass up this opportunity to learn more about what you do well. You can grow by realizing your unconscious strengths too, not just your unconscious weaknesses. On a job well done, you might acknowledge someone for his or her part in the success and then ask, "What did I do, or not do, to make it easier for you to achieve success?" Get all the feedback you can, just as the great salesperson does. SEVEN TIPS FOR BUILDING YOUR INFLUENCE 1.Learn a lesson from Football Coaches and make every action count. 2.Often ask yourself "Do I need to chancre?" 3.Don't limit yourself by your past. 4.Don't underestimate your leadership ability. 5.You can't delegate your res‑ponsibility. 6.Learn from accidents and increase your influence. 7.Monitor your influence. NINE VARIATIONS ON THE QUESTION OF INFLUENCE The Question of Influence is, What did Ido (or notdo) to make this happen (or not happen)? While these particular words ask the question precisely, you can use any words you prefer which convey the same meaning. If you have difficulty in any given situation, consider these variations. 1.Did I follow through when I used my authority or did I look the other way, thereby giving a conflicting message? 2.If I were one of my people, how would I feel about me in this situation? What did they want or need from me? 3.Was I active or passive in this situation? What effect did my passivity have? 4.How did I really want it to turn out? Did I do whatever was needed to make that happen? Did I act as if it was a high priority to me? 5.Did my silence give consent or approval without my recognizing it? Was that counterproductive? 6.What could I have done differently? What effect would that have had? 7.Did that success happen by accident? How did I influence it? What part did I play? 8.Did my actions speak louder than my words? 9.How would I have read my behaviour if I were one of my people? @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ MANAGING BY CHANGE SETTING OBJECTIVES AND DRIVING FOR RESULTS IS A CHANGE . How do you manage change? The honest answer is that you manage it pretty much the same way you'd manage anything else of a turbulent, messy, chaotic nature, that is, you don't really manage it, you grapple with it. It's more a matter of leadership ability than management skill. The first thing to do is jump in. You can't do anything about it from the outside. A clear sense of mission or purpose is essential. The simpler the mission statement the better. "Kick ass in the marketplace" is a whole lot more meaningful than "Respond to market needs with a range of products and services that have been carefully designed and developed to compare so favorably in our customers' eyes with the products and services offered by our competitors that the majority of buying decisions will be made in our favor." Build a team. "Lone wolves" have their uses, but managing change isn't one of them. On the other hand, the right kind of lone wolf makes an excellent temporary team leader. Maintain a flat organizational team structure and rely on minimal and informal reporting requirements. Pick people with relevant skills and high energy levels. You'll need both. Toss out the rulebook. Change, by definition, calls for a configured response, not adherence to prefigured routines. Shift to an action-feedback model. Plan and act in short intervals. Do your analysis on the fly. No lengthy up-front studies, please. Remember the hare and the tortoise. Set flexible priorities. You must have the ability to drop what you're doing and tend to something more important. Treat everything as a temporary measure. Don't "lock in" until the last minute, and then insist on the right to change your mind. Ask for volunteers. You'll be surprised at who shows up. You'll be pleasantly surprised by what they can do. Find a good "straw boss" or team leader and stay out of his or her way. Give the team members whatever they ask for - except authority. They'll generally ask only for what they really need in the way of resources. If they start asking for authority, that's a signal they're headed toward some kind of power-based confrontation and that spells trouble. Nip it in the bud! Concentrate dispersed knowledge. Start and maintain an issues logbook. Let anyone go anywhere and talk to anyone about anything. Keep the communications barriers low, widely spaced, and easily hurdled. Initially, if things look chaotic, relax - they are Remember, the task of change management is to bring order to a messy situation, not pretend that it's already well organized and disciplined. ====================================================================== HOW DO YOU INITIATE CHANGE Often it is easier to carry out a job if there is a specific plan to follow. When major changes are to be installed, careful planning and preparation are necessary. Strengthening the forces promoting the change and weakening resistance to it are the main tasks. CREATE A CLIMATE FOR CHANGE How people react to proposed changes is greatly influenced by the kind of climate for change that the manager/supervisor has created in the department. HOW IS THE RIGHT KIND OF CLIMATE CREATED? Supervisors and managers who have enthusiasm for progress and change build a healthy climate. Creating the right climate is more than just passing on changes. It involves: Encouraging employees to seek ways of improving their jobs. Seeking suggestions and ideas from employees. This requires the manager/supervisor to listen and seriously consider suggestions. It is easy to see that there is a great deal of ego involvement in coming forth with an idea for improvement. Change can become an exciting and dynamic way of life. The manager/supervisor determines the climate in which they initiate change. GET READY TO SELL Much of the difficulty in getting co‑operation stems from the employees lack of understanding of how the change will affect them. With a little effort, managers/supervisors can find most of the answers to employees' questions before they are even asked. Answers to these questions would be useful. What is the reason for the change? Whom will it benefit and how? Will it inconvenience anyone, if so, for how long? Will training or re‑training be necessary? When does it go into effect? Armed with the answers to these questions a manager/supervisor can head off many objections and can develop a plan to present the change. IDENTIFY THE SOURCES OF HELP Why should you, the managers and supervisors, shoulder the burden alone? Staff can frequently be a great help in preparing to sell a change by explaining technical aspects and demonstrating new techniques. One of the most overlooked sources of help in introducing changes are the informal leaders in the work group. With their help the job becomes easier. Giving recognition to informal leaders puts them in a co‑operative frame of mind. Since union stewards are often informal leaders, their co‑operation ought to be solicited. The backing of union stewards makes the job easier. ANTICIPATE OBJECTIONS Change that upsets routines, requires new knowledge or skills, or inconveniences people are bound to meet with some objections or resistance. Looking at a change from the employees point of view will usually be enough to help determine what their objections are likely to be. Knowing the objections, we can, with a little creative thought, turn these objections into advantages. Showing the staff with reason or logic will not do the job. Managers/supervisors have to convince people that the change is really best for them and that will not happen until their objections are dealt with seriously. SELL BENEFITS Everyone is concerned with, "What's in it for me?" "Will the change mean more satisfying work. greater security. opportunity to show what I can do. more responsibility. more pay. less fatigue. less confusion. greater independence?" The benefits used to motivate people to co‑operate should be put on as personal a level as possible. It would be dishonest, however, not to recognise any disadvantages that a change may bring. These can usually be countered with long range benefits. One of the techniques that is helpful in identifying the characteristics and values of the proposed changed condition is a "Word Picture". The picture makes the new condition desirable in the minds of the staff. A)One of the ways this concept of "word picture" is used, is the physical change in office layout or new equipment or any other physical changes. B)To picture or model a change in policy, organization or operation is more difficult than the physical change. The principle is the same. The picture can help in communicating the desirability of the change and in fine tuning the change because it makes it possible to discuss how things will operate. It may take the form of a flow chart, an organization chart or a description of relationships. To use this approach for deciding whether to initiate a change, you can take the following steps: Describe as clearly as possible the present situation. Describe as clearly as possible the desired situation. Analyse what specific changes will have to take place in the key factors involved to produce the desired situation. Look at such key factors as bosses, employees, equipment, physical environment, policies and procedures, work methods, materials and time. Identify the relevant factors. Assess the strengths of the forces promoting the desired situation and of those resisting it. Determine what action to take. Choices are: A)Do nothing, the resistant forces are stronger than the forces promoting change. B)Act to strengthen the promoting forces and/or to weaken resistance, by concentrating one's efforts on the key factors. LISTEN IN DEPTH Employees have a right to be heard. If employees are treated with respect, they probably will respond in kind. They will feel better too, if they know their concerns have been considered. FOLLOW‑UP After having conscientiously sold the benefits of a change, it is tremendously important that the managers/supervisors see that their promises have materialized. A sincere interest in how the change has affected the employee and a willingness to make adjustments, help build the climate in which future changes will be initiated. ============================================================== CHANGES AND COMMUNICATION The following steps will help you to minimize resistance: 1.Explain why. Provide all the facts about the reason for changing. If there are risks, acknowledge them but explain why the risk is worth taking. 2.Objectively explain the benefits that could result from the change. 3.Seek questions/clarifications and answer them. 4.Invite participation and ask for suggestions because the people involved know the situation best. 5.Avoid surprise because this stirs unreasoning opposition more than any other factor. 6.Acknowledge the rough spots and explain how you plan to smooth the change. 7.Set standards and explain your expectations. 8.Contact the informal leaders and use their resources. 9.Acknowledge and reinforce the staff's co‑operation and give them feedback on the progress. 10.Keep the two way communications open for suggestions and corrections. ============================================= ######################################## MANAGE BY COMMUNICATION. The importance of communication for a manager. Various barriers to effective communication and how to overcome them to make communication more effective. Communication is one of the basic functions of management in any organization and its importance can hardly be overemphasized. It is a process of transmitting information, ideas, thoughts, opinions and plans between various parts of an organization. You cannot have human relations without communication. However, good and effective communication is required not only for good human relations but also for good and successful business. You can use softwares like business writing software for writing effective business communication, which is required at various levels and for various aspects in an organization such as - Importance of communication for manager and employee relations: Effective communication of information and decision is an essential component for management-employee relations. The manager cannot get the work done from employees unless they are communicated effectively of what he wants to be done? He should also be sure of some basic facts such as how to communicate and what results can be expected from that communication. Most of management problems arise because of lack of effective communication. Chances of misunderstanding and misrepresentation can be minimized with proper communication system. For motivation and employee morale: Communication is also a basic tool for motivation, which can improve morale of the employees in an organization. Inappropriate or faulty communication among employees or between manager and his subordinates is the major cause of conflict and low morale at work. Manager should clarify to employees about what is to be done, how well are they doing and what can be done for better performance to improve their motivation. He can prepare a written statement, clearly outlining the relationship between company objectives and personal objectives and integrating the interest of the two. For increase productivity: With effective communication, you can maintain a good human relation in the organization and by encouraging ideas or suggestions from employees or workers and implementing them whenever possible, you can also increase production at low cost. For employees: It is through the communication that employees submit their work reports, comments, grievances and suggestions to their seniors or management. Organization should have effective and speedy communication policy and procedures to avoid delays, misunderstandings, confusion or distortions of facts and to establish harmony among all the concerned people and departments. Importance of written communication: Communication may be made through oral or written. In oral communication, listeners can make out what speakers is trying to say, but in written communication, text matter in the message is a reflection of your thinking. So, written communication or message should be clear, purposeful and concise with correct words, to avoid any misinterpretation of your message. Written communications provides a permanent record for future use and it also gives an opportunity to employees to put up their comments or suggestions in writing. ================================================ Barriers to Effective Communication There are a wide number of sources of noise or interference that can enter into the communication process. This can occur when people now each other very well and should understand the sources of error. In a work setting, it is even more common since interactions involve people who not only don't have years of experience with each other, but communication is complicated by the complex and often conflictual relationships that exist at work. In a work setting, the following suggests a number of sources of noise: Language: The choice of words or language in which a sender encodes a message will influence the quality of communication. Because language is a symbolic representation of a phenomenon, room for interpreation and distortion of the meaning exists. In the above example, the Boss uses language (this is the third day you've missed) that is likely to convey far more than objective information. To Terry it conveys indifference to her medical problems. Note that the same words will be interpreted different by each different person. Meaning has to be given to words and many factors affect how an individual will attribute meaning to particular words. It is important to note that no two people will attribute the exact same meaning to the same words. defensiveness, distorted perceptions, guilt, project, transference, distortions from the past misreading of body language, tone and other non-verbal forms of communication (see section below) noisy transmission (unreliable messages, inconsistency) receiver distortion: selective hearing, ignoring non-verbal cues power struggles self-fulfilling assupmtions language-different levels of meaning managers hesitation to be candid assumptions-eg. assuming others see situation same as you, has same feelings as you distrusted source, erroneous translation, value judgment, state of mind of two people Perceptual Biases: People attend to stimuli in the environment in very different ways. We each have shortcuts that we use to organize data. Invariably, these shortcuts introduce some biases into communication. Some of these shortcuts include stereotyping, projection, and self-fulfilling prophecies. Stereotyping is one of the most common. This is when we assume that the other person has certain characteristics based on the group to which they belong without validating that they in fact have these characteristics. Interpersonal Relationships: How we perceive communication is affected by the past experience with the individual. Percpetion is also affected by the organizational relationship two people have. For example, communication from a superior may be perceived differently than that from a subordinate or peer Cultural Differences: Effective communication requires deciphering the basic values, motives, aspirations, and assumptions that operate across geographical lines. Given some dramatic differences across cultures in approaches to such areas as time, space, and privacy, the opportunities for mis-communication while we are in cross-cultural situations are plentiful. =============================================== TO OVERCOME BARRIERS AND TO BE EFFECTIVE COMMUNICATION IN BUSINESS Face-to-face meetings can result in awkward pauses and initial shyness for those who are not brimming with confidence. To help you over this hurdle, you can approach the meeting fully prepared and well armed if you have a look at the following factors. In order to get your message across, think about what you are trying to achieve during the dialogue: What information do you wish to convey? What do you want the other person to do as a result? Organise yourself beforehand. Jot down notes about your major points. Be positive and keep the message simple. Clarity is Paramount for Effective Communication What is communication? In short, it's signalling. The transmission, by speaking, writing or gestures, of information which evokes understanding. That's simple enough, isn't it? Straightforward in theory but in practice it's fraught with dangers - particularly if you have high expectations from these important business connections. Communication is not just speaking, writing or gesticulating. It's more than the transmission of information. Something else has to occur for the communication to be complete. The other party in the communication process has to engage their brain and receive the message. There are some points to remember when considering the various methods of communication and some hazards to be aware of when dealing with business relationships: Only 7% of the impact you make comes from the words you speak. The rest is visual - your appearance, the sound of your voice and your body language. You can break that 7% further down into sections: the type of words you use the sort of sentences you use how you phrase them. Voicing Your Thoughts Pay attention to your voice. Tone, inflection, volume and pitch are all areas to consider. Most people don't need to develop their speaking voice, but there are many who do not understand how to use it effectively. The simplest way is to compare the voice to a piece of music - it is the voice that is the instrument of interpretation of the spoken word. Those who have had some training in public speaking sometimes use mnemonics as memory joggers for optimum vocal effect. One simple example is R S V P P P: Rhythm Speed Voice Pitch Pause Projection. ---------------------------------------- Key Techniques FOR OVERCOMING BARRIERS IN COMMUNICATION Focus the discussion on the information needed Judy, I've noticed in the past month that you've fallen behind on keeping the project schedule current. I'd like to figure out with you what we both can do to get it back on track. Use open-ended questions to expand the discussion You've always kept the schedule up to the minute-until about a month ago. Why the change? Use closed ended questions to prompt for specifics "What projects are you working on that take time away from your work on this project (warning: closed ended questions are often disguised as open ended as in "Are you going to have trouble finishing this project?) Encourage dialogue through eye contact and expression This involves nodding in agreeemnt, smiling, leaning toward the speaker, making statements that acknowledge the speaker is being heard. State your understanding of what you are hearing This can be done by restating briefly what the other person is saying but don't make fun of it "So it sounds like these phone calls have ended up taking a lot more time than you or Jay expected; you think the three of us should talk about priorities; is this your position?" Summarize the key points; try to get some agreement on the next steps and show appreciation for the effort made so far. "So let's call Jay right now and set up a time when we can meet and iron this out; keeping the schedule updated is a high priority and I'd like to get this settled by Wednesday. ======================================== THE BARRIERS CAN ALSO BE OVERCOME WITH Characteristics of Effective Feedback Effective Feedback has most of the following characteristics: descriptive (not evaluative)(avoids defensiveness.) By describing one's own reactions, it leaves the individual fee to use it or not to use it as he sees fit.. avoid accusations; present data if necessary describe your own reactions or feelings; describe objective consequences that have or will occur; focus on behavior and your own reaction, not on other individual or his or her attributes suggest more acceptable alternative; be prepared to discuss additional alternatives; focus on alternatives specific rather than general. focused on behavior not the person. It is important that we refer to what a person does rather than to what we think he is. Thus we might say that a person "talked more than anyone else in this meeting" rather than that he is a "loud-mouth." It takes into account the needs of both the receiver and giver of feedback. It should be given to help, not to hurt. We too often give feedback because it makes us feel better or gives us a psychological advantage. It is directed toward behavior which the receiver can do something about. A person gets frustrated when reminded of some shortcoming over which he has no control. It is solicited rather than imposed. Feedback is most useful when the receiver himself has formulated the kind of question which those observing him can answer or when he actively seeks feedback. Feedback is useful when well-timed (soon after the behavior-depending, of course, on the person's readiness to hear it, support available from others, and so forth). Excellent feedback presented at an inappropriate time may do more harm than good. sharing of information, rather than giving advice allows a person to decide for himself, in accordance with his own goals and needs. When we give advice we tell him what to do, and to some degree take away his freedom to do decide for himself. It involves the amount of information the receiver can use rather than the amount we would like to give. To overload a person with feedback is to reduce the possibility that he may be able to use what he receives effectively. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other person. It concerns what is said and done, or how, not why. The "why" involves assumptions regarding motive or intent and this tends to alienate the person generate resentment, suspicion, and distrust. If we are uncertain of his motives or intent, this uncertainty itself is feedback, however, and should be revealed. It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback. No matter what the intent, feedback is often threatening and thus subject to considerable distortion or misinterpretation. It is checked to determine degree of agreement from others. Such "consensual validation" is of value to both the sender and receiver. It is followed by attention to the consequences of the feedback. The supervisor needs to become acutely aware of the effects of his feedback. It is an important step toward authenticity. Constructive feedback opens the way to a relationship which is built on trust, honest, and genuine concern and mutual growth. Part of the feedback process involves understanding and predicting how the other person will react. Or in the case of our receiving feedback, we need to understand ways that we respond to feedback, especially threatening feedback. People often react negatively to threatening feedback. This reaction can take a number of forms including: selective reception and selective perception doubting motive of the giver denying validity of the data rationalizing attack the giver of the data Following the guidelines to effective feedback can go a long way to limit these kinds of reactions but we need to be conscious of them nonetheless and be ready to react appropriately. When we are on the receiving end of feedback we should be careful to avoid these pitfalls. Try to keep these points in mind. try not to be defensive check on possible misunderstanding ("Let me restate what I am hearing") gather information from other sources don't overreact ask for clarification ================================= THERE ARE MANY TOOLS AVAILABLE TO IMPLEMENT AND ENABLE THE MANAGERS TO COMMUNICATE EFFECTIVELY. ====================================================== After action review A process that helps teams to learn quickly from their successes and failures and share their learning with other teams. Involves conducting a structured and facilitated discussion after a task or project has been completed to review what should have happened, what actually happened and why it happened; this allows participants to learn how to sustain strengths and improve on weaknesses in subsequent tasks or projects. Balanced scorecard A business model developed by Kaplan and Norton as a tool to measure organisational performance against both short and long-term goals. The balanced scorecard is designed to focus managers' attention on those factors that most help the business strategy and so alongside financial measures, it adds measures for customers, internal processes and employee learning. Some organisations have used the balanced scorecard model in setting and measuring knowledge management strategies. Benchmarking The practice of comparing the performance of your organisation, department or function against the performance of 'the best' - whether they be other organisations, industry standards or internal departments. The aim is to look at how well you are doing compared to others in the same field or industry, and to learn from their best practices as a basis for improving your own. Best practice (or: Good practice) A process or methodology that has been proven to work well and produce good results, and is therefore recommended as a model. Some people prefer to use the term 'good practice' as in reality it is debateable whether there is a single 'best' approach. Coaching A one-to-one relationship that aims to bring about individual learning and performance improvement, usually focusing on achieving predefined objectives within a specific time period. The role of the coach is to create a supportive environment in which to challenge and develop the critical thinking skills, ideas and behaviours of the person being coached, so that they might reach their full potential. Double-loop learning (or: Generative learning) In contrast to singleloop learning , which involves using knowledge to solve specific problems based on existing assumptions and often based on what has worked in the past, double-loop learning goes a step further and questions existing assumptions in order to create new insights. E-Learning The use of electronic information systems (especially internet technologies) to deliver learning and training. Extranet A website that links an organisation with other specific organisations or people. Extranets are only accessible to those specified organisations or people and are protected via passwords. Groupware Computer software applications that are linked together by networks, and so allow people to work together and share electronic communications and documents Information Data that has been organised within a context and translated into a form that has structure and meaning. (Note: while most people have an idea about what information is, it is rather difficult to define in a meaningful way). Intranet A computer network that functions like the internet, but the information and web pages are located on computers within an organisation rather than being accessible to the general public. Continuous --Learning organisation An organisation that views its success in the future as being based on continuous learning and adaptive behaviour. It therefore becomes skilled at creating, acquiring, interpreting and retaining knowledge and then modifying its behaviour to reflect new knowledge and insights. Mentoring Mentoring is a one-to-one learning relationship in which a senior member of an organisation is assigned to support the development of a newer or more junior member by sharing his or her knowledge, experience and wisdom with them. Related term: Coaching (Note: While the strength of mentoring lies in transferring the mentor's specific knowledge and wisdom, in coaching it lies in the coach's ability to facilitate and develop the other's own personal qualities.) Organisational learning The ability of an organisation to gain knowledge from experience through experimentation, observation, analysis and a willingness to examine both successes and failures, and to then use that knowledge to do things differently. While organisational learning cannot happen without individual learning, individual learning does not necessarily produce organisational learning. Organisational learning occurs when an organisation becomes collectively more knowledgeable and skillful in pursuing a set of goals.Single-loop learning (or: Adaptive learning)

Which of the following barriers to oral communication is not the fault of the sender or receiver?

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Describe the various challenges that businesses face in handling new technologies in managing their information for greatest productivity inside and outside the organization?

What is the global perception of HRM?

How do you write a school leaving letter to principal?

How will you influence people to strive willingly for group objectives in your organisation in target based industry?

Who is responsible for poor communication sender or receiver?

Which party bears more responsibility in the communication process Sender Receiver Or both?

What are the responsibilities of the speaker and the receiver in the communication process?

How does public speaking as a communication work?

What is mean by communication?

What is sender-message-receiver-feedback?

Explain the process of communication and give examples?

Elements of verbal communication?

How do you define communication?

What are the three unspoken factors of communication?

What are three vital parts of communication?

According to the SMCR model problems in communication can arise when there is A a difference in the attitudes of the sender and the receiver B a large distance between the sender and the receiver?

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