organizational behavior by : anubha [email protected]
TRANSCRIPT
ORGANIZATION BEHAVIOUR AND FOUNDATION COMPETENCIES
McGraw-Hill/IrwinContemporary Management, 5/e
Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved.
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• ORGANIZATION BEHAVIOUR AND FOUNDATION COMPETENCIES
• Self competency• Communication competency• Diversity competency• Across culture competency• Teams competency• Change competency
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CommunicationCommunication
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• An Active Listener,
• An Effective Presenter,
• A Quick Thinker.
• A Win-Win Negotiator.
WHAT MAKES A GOOD COMMUNICATOR?
Software Testing Help
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Usuage of Business Usuage of Business ChannelChannel
Writing, 9%
Speaking, 30%
Reading, 16%
Listening, 45%
SendingSending
ReceivingReceiving
PROCESS OF COMMUNICATION
Software Testing Help
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Strengths and Weaknesses• Verbal Communication:
Strength - Role of Body Language.
Weakness - Not possible to give long list of directions
• Written Communication:
Strength - A proof of a communication
Weakness - Written words does not show a person’s actual feelings.
PROCESS OF COMM…(cntd…)
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FEEDBACK:
Feedback can be:
• Verbal Reactions and Non-Verbal Reactions.
• Positive feedback and Negative feedback.
PROCESS OF COMM…(cntd…)
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Constructive FeedbackConstructive Feedback
Focus on particular behaviorKeep feedback impersonalUse “I” StatementKeep feedback Goal OrientedMake Feedback Well timedEnsure Understanding
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Few tips towards Active Listening:
1. Understand your own communication style.
2. Be an active listener.
3. Use normal communication.
4. Give Feedback
ACTIVE LISTENING
Software Testing Help
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1. Understand your own communication style:
• High level of self-awareness to creating good & long lasting impression on others.
• Understand how others perceive you.• Avoid being CHAMELEON by changing with every
personality you meet.• Make others comfortable by selecting appropriate behavior
that suits your personality while listening. (Ideally nodding your head).
ACTIVE LISTENING…(cntd…)
Software Testing Help
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2. Be An Active Listener:• People speak @ 100 to 175 WPM but can listen
intelligently @ 300 WPM.• One part of human mind pays attention, so it is
easy to go into mind drift.• Listen with a purpose.• Purpose can be to gain information, obtain
directions, understand others, solve problems, share interest, see how another person feels, show support, etc.
• If it is difficult to concentrate then repeat the speakers words in your mind.
ACTIVE LISTENING…(cntd…)
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4. Give Feedback• Remember that what someone says and what we hear
can be amazingly different.
• Repeat back or summarize to ensure that you understand.
• Restate what you think you heard and ask, "Have I understood you correctly?"
ACTIVE LISTENING…(cntd…)
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Some major areas of nonverbal behaviors to explore are:
• Eye contact• Facial expressions• Gestures• Posture and body orientation• Proximity• Paralinguistic• Humor
SIX WAYS OF USING NON-VERBAL COMMUNICATION SKILLS EFFECTIVELY
Meaning in next slide
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SIX WAYS OF …(cntd…)
EYE CONTACT:Eye is an direct and most expressive part of our body.
Different ways of Eye Contact– Direct Eye Contact: (Shows confidence)– Looking downwards (Listening carefully or Guilty)– Single raised eyebrow (Doubting)– Both raised eyebrows (Admiring)– Bent eyebrows (Sudden focus)– Tears coming out (Emotional either happy or hurt)
………and many more time for exercise
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FACIAL EXPRESSION:
Smile covers the most part of facial expression:
Smiling is a powerful cue that transmits:
– Happiness– Friendliness– Warmth– Liking– Affiliation
SIX WAYS OF …(cntd…)
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GESTURES:
• If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated.
• A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment.
• Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.
SIX WAYS OF …(cntd…)
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POSTURE AND BODY ORIENTATION:
• You communicate numerous messages by the way you walk, talk, stand and sit.
• Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly.
• Furthermore, interpersonal closeness results when you and your students face each other.
• Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.
SIX WAYS OF …(cntd…)
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PROXIMITY:• Cultural norms dictate a comfortable distance for
interaction with audience.• You should look for signals of discomfort caused by
invading young audience‘s space.• Some of these are:
– Rocking,– Leg swinging,– Tapping,– Gaze aversion
• To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
SIX WAYS OF …(cntd…)
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SIX WAYS OF …(cntd…)
• Paralinguistic :
This facet of nonverbal communication includes such vocal elements as:
- Tone- Pitch- Rhythm- Timbre- Loudness- Inflection (Modulation)
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FEW FACTS
- You have over 630 muscles in your body.
- Eye muscles are the busiest muscles in the body. Scientists estimate they may move more than 100,000 times a day.
- You have over 30 muscles in your face to help you smile or frown. It takes 17 muscles to smile and 43 to frown.SO SMILE EVERYTIME YOU SEE SOMEONE.
- The strongest muscle in your body is your tongue. USE IT EFFECTIVELY.
- It takes the interaction of 72 different muscles to produce human speech.
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• Presentation Skills while appearing for an interview.
– Your Dressing sense (Males & Females), – Documents needed to be carried,– Your body language (while standing, while
sitting, while walking),– Your attitude (Soberness, Soft words, avoid
western accent),– Your Confidence (while talking, body
movements, aggression, etc).
EFFECTIVE PRESENTATION SKILLS
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Dangers of Ineffective CommunicationDangers of Ineffective Communication
– Managers spend most of their time communicating so both they and the subordinates must be effective communicators. To be effective:
– Select an appropriate medium for each message.
– There is no one “best” medium.• Consider information richness: the amount of
information a medium can carry.– Medium with high richness can carry much
information to aid understanding.• Is there a need for a paper/electronic trail to
provide documentation?
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Communication Skills for Managers as Senders
Communication Skills for Managers as Senders
Send clear and complete messages. Encode messages in symbols the receiver
understands. Select a medium appropriate for the message AND
monitored by the receiver. Avoid filtering (holding back information) and
distortion as the message passes through other workers.
Ensure a feedback mechanism is included in the message.
Provide accurate information to avoid rumors.
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Communication Skills for Managers as Receivers
Communication Skills for Managers as Receivers
• Pay Attention to what is sent as a message.• Be a good listener: don’t interrupt.
– Ask questions to clarify your understanding.• Be empathetic: try to understand what the
sender feels.• Understand linguistic styles: different people
speak differently.– Speed, tone, pausing all impact
communication.– This is particularly true across cultures.– Managers should expect and plan for this.
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Organization Communication NetworksOrganization Communication Networks
Organization chart depicts formal reporting channels.
• Communication is informal and flows around issues, goals, and projects.
• Vertical Communication: goes up and down the corporate hierarchy.
• Horizontal Communication: between employees of the same level.Informal communications can span levels and departments.
• Grapevine: informal network carrying unofficial information through the firm.
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Organizational Communications NetworkOrganizational Communications NetworkFigure 15.4
Formal Communication
Informal Communication
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Communication Networks in Groups & TeamsCommunication Networks in Groups & Teams
Wheel Network
Circle Network
Chain Network
All Channel Network
Figure 15.3
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Barriers to Communication
• Intrapersonal factor
• Interpersonal factor
• Organizational factor
• Technological factor
• ** Ineffective communication
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Intrapersonal Communication
• Elements within the individual’s personality which act as barrier in receiving, analyzing, interpreting
• Selective perception : People have tendency to see and hear what they are emotionally prepared to see and hear. Seek fav message and ignore unpleasant ones
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• Individual indifferences: Differ in their ability to develop and apply basic comm. Some are capable of expressing themselves, but cannot write clear and concise mess. Effective listener but poor speaker
• Emotions: A state of a person/manager at the time of sending or receiving the messages has a profound impact.
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• Frame of reference: People often perceive the same things differently but assume that other person perceive it the same way.
• Preconceived idea: Interpretation of mess is influenced by receivers preconceived opinion about the content of the messages.
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Interpersonal FactorInterpersonal Factor
2 individual comm in org 2 individual comm in org •Climate : Lack of climate can easily lead to a restricted flow of comm. Relationship b/w superior and subordinate. Lack of climate leads to restricted flow of comm, games of manipulation, distrust, antagonism.
•Trust : transaction b/w sender and receiver and have reciprocal effect. It’s a major characteristic. Eg lack of trust b/w superior and subordinate make comm ineffective
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• Credibility : Honesty, Expertise, Dynamism, open-mindness, intention, general reputation.
• Sender-receiver dissimilarity: The accuracy of comm b/w two communicators is directly related to the extent to which they perceive themselves to be similar
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• Interpersonal sensitivity: Messages communicated in appropriate manner may not be able to motivate receiver.
• Selective listening: People have a tendency to hear what they want to hear and tune out what they don’t want to hear.
• Semantic Problem: Words have different meanings for different people and this leads to problem in understanding comm.
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ORGANISATIONAL FACTOR
• Status: The person ‘s status in an org depends largely upon the prestige associated with the position occupied.
• Hierarchical Transmission: Although the transfer of info through an org chain of command is necessary, it does give rise to numerous comm difficulties.
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• Group Size : Interpersonal comm becomes increasingly difficult as the size of the work group increase.
• Spatial Constraints: The more the distance b/w 2 empl, the lesser will be the frequency of interaction and more likely that they will encounter problems of mutual coordination due to miscomm.
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TECHNOLOGICAL FACTORSome elements passed for Eff Com
• Language and meaning: A major determinant of comm accuracy is the extent to which comm assign similar meaning. Eg live (adjective and verb), to, two, too or here and hear
• Non verbal ques : Body language
• Channel Effectiveness: : Written, Oral,
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Overcoming Barrier to Comm
• Set the goal of comm in advance
• Use proper language
• Improves sender credibility
• Encourage feedback
• Develop a trusting climate
• Selecting appropriate channel
• Listening skills
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• Cross culture communication
• DIVERSITY COMPETENCY
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Diversity
• Diversity is defined as mutual acceptance and value placed on differences among people with respect to age, class, ethnicity, physical and mental ability, race, spiritual practice, and other human attributes.
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Low Context Vs High Low Context Vs High Context Context
Low Context Culture which rely heavily on explicit verbal communication
Workers relay on detailed background information
Information is centralized and controlled
Business and Social relationship are discrete
High Context Culture rely on implicit non verbal action and environmental setting to convey meaning
Don’t want detail information
Information is shared with everyone
Business and social relationship overlap
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Low Context Vs High Low Context Vs High Context Context
Objective data are valued over subjective relationships
Competencies is valued as much as position and status.
Meetings have fixed agenda and plenty of advance notice
Subjective relationships are valued over obj data
Position and status are valued much more than competences
Meetings are often called at short notice and key people always accept.
GermanScandi-navian
North America
English French Italian Spanish Mexican Greek Arab ChineseJapan- ese
Lower Context Culture High Context Culture
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Legal and Ethical Legal and Ethical differencedifference
Lower context culture tends to
value written agreement and
interpret laws strictly
High context culture view laws as being
more flexible
Keep your messages ethical by - Actively seeking Mutual ground
-Send and receive messages without judgment-- Send message that are honest
-Show respect for culture difference
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Cultural Difference between Japanese and American Individuallifestyles
American
A Culture of self-expression
Japanese
A Culture of Self restrain
Cultural
Background
Clear expression of Joy
and sorrow
Ambiguous of joy and sorrow
Reticence
Unequivocal expression
of “Yes/No”.
Equivocal expression
of “Yes/No”.
Modesty
Strong self-assertion Weak self-assertion ReserveStrong Personality Weak Personality Punctiliousness
Excellent Negotiating skill Poor Negotiating skill Politeness
Priority of self-interest Priority of harmonywith others Obligation
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Cultural Difference between Japanese and American Social Life
American Society Japanese Society Dignity of Individuals “In the same boat” concept
Dignity of individuals Human relation orientedIndividuals work ethic Dependence on the groupGreat individuals freedom Lack of individuals freedomRespect for rules Low regard for rulesA open and transparentsociety
A close society, lacking intransparency
Multi-cultural society Mono-cultural societyA society excelling in creativityand versatility
An orderly and uniformsociety
Individual decisions over consensus Dependence on consensus
A society which pursue that ideal A society which pursue harmonywith reality
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Cultural Differences between Japanese and American Business
American Business
Game concept: Business is a game in pursuit of profits under the rules of laws and contracts
Efficiency-oriented and approximate accuracy simplicity, clarity, and quickness
Quantity-oriented
Short-term performance evaluation
Easy layoffs, dismissals of employees, and selling of businesses
Japanese Business
Mutual trust-oriented business: business is based on trusting relationship among people rather than the rules of gameHighly precision-oriented and perfectionism-high dependency on human awareness
Quality-oriented
Mid-to-long term evaluations
Job security
SOURCE : Norihiko Shimizu, “Today’s Taboos may be gone tomorrow,’ Tokyo Business, February 1995, p.51.
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Cultural Differences between Japanese and American Business
American Business Japanese Business
Top down management
Low mutual dependence between employers and employees
Control of business by stockholders and the management
Management by “force”
Heavy dependence on machinery and technology, vs. Light dependence on human resources
Excellent software-based technology development
Heavy dependence on human resources bottom-up management and teamwork
High mutual dependence between employers and employees
Joint management of business by Employees and Employees
Management by “motivation”
Heavy dependence on human resources
Inadequate software development ability
Strong loyalty and fewer incentivesLimited loyalty and incentive-oriented work ethics
SOURCE : Norihiko Shimizu, “Today’s Taboos may be gone tomorrow,’ Tokyo Business, February 1995, p.51.
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Improving Comm Across Improving Comm Across CultureCulture
-Assume differences until similarity is provedAssume differences until similarity is proved- Take Responsibility of communicationTake Responsibility of communication
-Withhold JudgmentWithhold Judgment-Show RespectShow Respect
-EmpathizeEmpathize-Tolerate ambiguityTolerate ambiguity
-Look beyond the SuperficialLook beyond the Superficial-Be patient and persistentBe patient and persistent
-Recognise your own culture biasesRecognise your own culture biases-Be flexibleBe flexible
-Emphasise common groundEmphasise common ground-Send Clear MessageSend Clear Message
-Deal with the individualDeal with the individual-Learn when to be directLearn when to be direct
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Dealing with Diverse Work team
• Contact – A good manager in an org attempts to create contact with the team members
• Super-ordinate goal – This relates to the use of super ordinate goals, which are the goals larger than self
• Blending of categories and function – Work teams are often structure in such a way that roles within the team are correlated with identity group.
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Evolution of Group in team
• Supportive org condition – an org needs to provide a conducive (fav) environment to help a group evolve into a team
• Skilled Team member – The team success depends upon the complementary skills possessed by the individual member
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• I M NOT OK – U R OK• Get away from me• Leading to the feeling of
Dependency, Inadequacy, Avoidance
• Feel inferior, lack of confidnc
• I M not Ok U R Not OK• Get nowhere with• Leading to the feeling• Self distrust, Distrust for
others, Inability to coupe up, Needing external help
• I M OK – U R Not OK• Get Rid of• Leading to feeing of
Controlling others and discounting others
• Believes others are worthless
• I M Ok - U R OK• Get along With• Leading to high trust• Interdependence, Self
confidence, Resoursefulness
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TA Analysis
• Transactional analysis: TA is a method that helps two persons communicate and behave on the job in a mature manner by understanding each others motives
• Comprises of 3 ego state– Parent Ego state (mimic parents, teacher)– Adult ego state (problem solving analysis)– Child ego state (beh, thought replayed from childhood)
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Life positions – TA theory
• Thomas Harris – 1969 – way of understanding behaviour
• Conceptual framework for understanding people in term of whether they see themselves and others either OK or Not OK
• OK means feeling of power, capability, wellbeing, and personal worth.
• Not Ok- opp of Ok, feeling of weakness, incompetence, helplessness, worthless
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Transactional Analysis
• Three Basic Concepts: Parent, Adult and Child
• Transactions: Among P, A and C
• P < -- > P
• A < -- > A
• C < -- > C
• There are 9 possible transactions
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Transactional Basis
• Id – Pleasure Principle
• Ego- Realistic Principle
• Super-Ego- Ethical Principle
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The Three Ego States
• Parent- “Do as I do”
• Child- “What shall I do?”
• Adult- “I will be frank with you”
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We Are
• Child
• Adult
• Parent in our Transactions.
• Biological conditions are irrelevant to these ego states.
• We shift from one ego state to another in transactions.
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Shift in Ego States
• Parent- “Why don’t you prepare a time-table?”
• Child- “What is the point when one cannot follow it?” – Becomes an Adult.
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Transactional Stimulus and Response
• The initiator of the transaction is called the transactional stimulus.
• The response of the respondent is called transactional response.
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• TEAM COMPETENCY
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Effective Team
• Effective team of an individual in an org have shared purpose , do collective work, discuss, decide, and do, believe in shared leadership, have problem solving approach, practice individual and mutual accountability and directly evaluate work.
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Diff in Work Group and Teams
• WORK GROUP• Purpose is same as org• Individual effort• Discuss, Decide, Delegate• Single leader• Accountability is individual• Indirect evaluation - financial
• TEAM• Specific purpose• Collective effort• Discuss, decide, do• Shared• A/ctability is mutual• Direct evaluation-
collective effort
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Importance in Individualistic Importance in Individualistic
Individual RolesIndividual RolesAggressingAggressingBlockingBlocking
Recognition seekingRecognition seekingSelf-confessingSelf-confessing
Acting the playboyActing the playboyDominatingDominatingHelp seekingHelp seeking
Special-interest pleadingSpecial-interest pleading
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Group DynamicsGroup Dynamics
Group Task RolesGroup Task RolesInitiating-contributingInitiating-contributing
Information seekingInformation seekingOpinion seekingOpinion seeking
Information givingInformation givingOpinion givingOpinion giving
ElaboratingElaboratingCoordinatingCoordinating
OrientingOrientingEvaluatingEvaluatingEnergizingEnergizing
Assisting on procedureAssisting on procedureRecordingRecording
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FIVE WAY OF DEVELOPING TEAM
Stage Theme Task outcome Relationship outcome
1 Awareness Commitment Acceptance
2 Conflict Clarification Belonging
3 Cooperation Involvement Support
4 Productivity Achievement Pride
5 Separation Recognition Satisfaction
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Roles of Team
• Creator – Initiates Ideas• Promoter – Champions ideas • Assessors – Offers insightful analysis of option• Organizer – Provide Structure• Producer – Provide direction and follow• Controller – Examine details and enforce• Maintainer - Fight external battle• Adviser – Encourage search for more info• Linker – Coordinate and integrates
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Self-Disclosure
• The Johari Window– The Johari window classifies an individual’s
relating to others according to four quadrants (or windowpanes).• Quadrant 1, the open quadrant • Quadrant 2, the blind quadrant• Quadrant 3, the hidden area• Quadrant 4, the area of the unknown
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Self-Disclosure
• The Johari Window– Luft advocates changing the shape of the
window so that quadrant 1 enlarges while all the others become smaller.
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Self-Disclosure
• The Johari Window
Source: Joseph Luft. Group Processes: An Introduction to Group Dynamics, by permission
of Mayfield Publishing Company. Copyright © 1963, 1970 by Joseph Luft.
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• The Johari Window is a communication model that can be used to improve understanding between individuals.
• Developed by Joseph Luft and Harry Ingham (the word “Johari” comes from Joseph Luft and Harry Ingham).
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Two key ideas behind the tool:
• Individuals can build trust between themselves by disclosing information about themselves.
• They can learn about themselves and come to terms with personal issues with the help of feedback from others.
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Using the Johari model, each person is represented by their own four-quadrant, or four-pane, window. Each of these contains and represents personal information - feelings, motivation - about the person, and shows whether the information is known or not known by themselves or other people.
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The four quadrants are:
• Quadrant 1: Open Area
• What is known by the person about him/herself and is also known by others.
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• Quadrant 2: Blind Area, or "Blind Spot"
• What is unknown by the person about him/herself but which others know. This can be simple information, or can involve deep issues (for example, feelings of inadequacy, incompetence, unworthiness, rejection) which are difficult for individuals to face directly, and yet can be seen by others.
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• Quadrant 3: Hidden or Avoided Area
• What the person knows about him/herself that others do not.
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• Quadrant 4: Unknown Area
• What is unknown by the person about him/herself and is also unknown by others.
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Key Points:
• In most cases, the aim in groups should be to develop the Open Area for every person.
• Working in this area with others usually allows for enhanced individual and team effectiveness and productivity. The Open Area is the ‘space’ where good communications and cooperation occur, free from confusion, conflict and misunderstanding.
• Self-disclosure is the process by which people expand the Open Area vertically. Feedback is the process by which people expand this area horizontally.
• By encouraging healthy self-disclosure and sensitive feedback, you can build a stronger and more effective team.
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