Chapter 19
Group Communication, Teamwork, and Leadership
Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.
Andrew Carnegie
Never doubt that a small group of thoughtful committed people can change the world. Indeed, it is the only thing that ever has.
Margaret Mead
Getting Started
As humans, we are social beings. We naturally form relationships with others. In fact, relationships are often noted as one of the most important aspects of a person’s life, and they exist in many forms. Interpersonal communication occurs between two people, but group communication may involve two or more individuals. Groups are a primary context for interaction within the business community. Groups may have heroes, enemies, and sages alongside new members. Groups overlap and may share common goals, but they may also engage in conflict. Groups can be supportive or coercive and can exert powerful influences over individuals.
Within a group, individuals may behave in distinct ways, use unique or specialized terms, or display symbols that have meaning to that group. Those same terms or symbols may be confusing, meaningless, or even unacceptable to another group. An individual may belong to both groups, adapting his or her communication patterns to meet group normative expectations. Groups are increasingly important across social media venues, and there are many examples of successful business ventures on the Web that value and promote group interaction.
Groups use words to exchange meaning, establish territory, and identify who is a stranger versus who is a trusted member. Are you familiar with the term “troll”? It is often used to identify someone who is not a member of an online group or community; does not share the values and beliefs of the group; and posts a message in an online discussion board to initiate flame wars, cause disruption, or otherwise challenge the group members. Members often use words to respond to the challenge that are not otherwise common in the discussions, and the less than flattering descriptions of the troll are a rallying point.
Groups have existed throughout human history and continue to follow familiar patterns across emerging venues as we adapt to technology, computer-mediated interaction, suburban sprawl, and modern life. We need groups, and groups need us. Our relationship with groups warrants attention on this interdependence as we come to know our communities, our world, and ourselves.
19.1 What Is a Group?
LEARNING OBJECTIVES
1. Define groups and teams.
2. Discuss how primary and secondary groups meet our interpersonal needs.
3. Discuss how groups tend to limit their own size and create group norms.
Let’s get into a time machine and travel way, way back to join early humans in prehistoric times. Their needs are like ours today: they cannot exist or thrive without ...
Saylor URL: http://www.saylor.org/books Saylor.org
722
Chapter 19
Group Communication, Teamwork, and Leadership
Teamwork is the ability to work together toward a common vision. The ability to direct individual
accomplishments toward organizational objectives. It is the fuel that allows common people to attain
uncommon results.
Andrew Carnegie
Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the
only thing that ever has.
Margaret Mead
Getting Started
I N T R O D U C T O R Y E X E R C I S E S
1. List the family and social groups you belong to and interact with on a regular basis—for example, within a
twenty-four-hour period or within a typical week. Please also consider forums, online communities, and
Web sites where you follow threads of discussion or post regularly. Discuss your results with your
classmates.
2. List the professional (i.e., work-related) groups you interact with in order of frequency. Please also
consider informal as well as formal groups (e.g., the 10:30 coffee club and the colleagues you often share
your commute with). Compare your results with those of your classmates.
3. Identify one group to which you no longer belong. List at least one reason why you no longer belong to
this group. Compare your results with those of your classmates.
As humans, we are social beings. We naturally form relationships with others. In fact, relationships are
often noted as one of the most important aspects of a person’s life, and they exist in many forms.
Interpersonal communication occurs between two people, but group communication may involve two or
more individuals. Groups are a primary context for interaction within the business community. Groups
may have heroes, enemies, and sages alongside new members. Groups overlap and may share common
goals, but they may also engage in conflict. Groups can be supportive or coercive and can exert powerful
influences over individuals.
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
723
Within a group, individuals may behave in distinct ways, use unique or specialized terms, or display
symbols that have meaning to that group. Those same terms or symbols may be confusing, meaningless,
or even unacceptable to another group. An individual may belong to both groups, adapting his or her
communication patterns to meet group normative expectations. Groups are increasingly important across
social media venues, and there are many examples of successful business ventures on the Web that value
and promote group interaction.
Groups use words to exchange meaning, establish territory, and identify who is a stranger versus who is a
trusted member. Are you familiar with the term “troll”? It is often used to identify someone who is not a
member of an online group or community; does not share the values and beliefs of the group; and post.
Research Model1. Select the topic2. Defining the problem3. .docxaudeleypearl
Research Model:
1. Select the topic
2. Defining the problem
3. Reviewing the Literature
4. Formulating a Hypothesis
5. Choosing a research method
6. Collecting the Data
7. Analyzing the Results
8. Sharing the Results
1. Uncovering social stigma against mental illness in America.
2. I wanted to study the social stigma of mental illness in America because many people suffer from various forms of mental illness. Often times people do not receive treatment for mental health issues because they are not diagnosed.
3.
· Ho, Andy H Y, Fong, Ted C T, Potash, Jordan S, Ho, Vania F L, Chen, Eric Y H, Ho, Rainbow T H., “Deconstructing Patterns of Stigma toward People Living with Mental Illness.” Social Work Research, vol. 42 Issue 4, 2018, p302-312.
· Casados, Ava T.,“Reducing the Stigma of Mental Illness: Current Approaches and Future Directions.” Clinical Psychology: Science & Practice, vol. 24, issue 3, 2017, p 306-323.
· Quinn, Diane M., Williams, Michelle K., Weisz, Bradley M. “From discrimination to internalized mental illness stigma: The mediating roles of anticipated discrimination and anticipated stigma.” Psychiatric Rehabilitation Journal. vol. 38 issue 2, 2015, p103-108.
· Peters, Heather J., Schwenk, Haley N., Ahlstrom, Zachary R., McIalwain, Lyndzie N. “Microaggressions: The experience of individuals with mental illness.” Counselling Psychology Quarterly. vol. 30, issue 1, 2017 p86-112. 27.
4. I primary of objective of this research is to identify college student’s knowledge about mental illness in American culture and the social stigma surrounding it. Studies have indicated that lack of knowledge about mental illness has led to an increase of discrimination in the workplace and everyday life. Students will be given a quantitative survey to gauge attitudes about mental illness. The goal is to create effective solutions in order to build knowledge and lessen stigma against mean illness today.5. Quantitative and qualitative methods will be used. The survey will include 15 closed ended questions and 3 open ended questions. Survey:1. Which of the following mental illness are you most familiar with? A. Anxiety B. Depression C. Bipolar disorder D. Schizophrenia 2. How do you know about the above mental illnesses? A. family member B. friends C. television D. internet3. Do you think people are predisposed to mental illness? A. Yes B. No C. Sometimes4. At what age do think people first to start experience mental illness? A. 5-8 years old B. 9-11 years old C. 12-15 years old D. 15-18 years old5. Mental illness can happen to anyone. A. Yes B. No6. Who do you think is more likely to have mental illness? A. Women B. Men C. Both are equal D. I don’t know7. People that have a mental illness or more likely to prefer to be alone. A. Yes B. No8. Adults are more likely to have mental illness. A. Yes B. No9. The best way to t ...
Research Model1. Select the topic2. Defining the problem3. .docxverad6
Research Model:
1. Select the topic
2. Defining the problem
3. Reviewing the Literature
4. Formulating a Hypothesis
5. Choosing a research method
6. Collecting the Data
7. Analyzing the Results
8. Sharing the Results
1. Uncovering social stigma against mental illness in America.
2. I wanted to study the social stigma of mental illness in America because many people suffer from various forms of mental illness. Often times people do not receive treatment for mental health issues because they are not diagnosed.
3.
· Ho, Andy H Y, Fong, Ted C T, Potash, Jordan S, Ho, Vania F L, Chen, Eric Y H, Ho, Rainbow T H., “Deconstructing Patterns of Stigma toward People Living with Mental Illness.” Social Work Research, vol. 42 Issue 4, 2018, p302-312.
· Casados, Ava T.,“Reducing the Stigma of Mental Illness: Current Approaches and Future Directions.” Clinical Psychology: Science & Practice, vol. 24, issue 3, 2017, p 306-323.
· Quinn, Diane M., Williams, Michelle K., Weisz, Bradley M. “From discrimination to internalized mental illness stigma: The mediating roles of anticipated discrimination and anticipated stigma.” Psychiatric Rehabilitation Journal. vol. 38 issue 2, 2015, p103-108.
· Peters, Heather J., Schwenk, Haley N., Ahlstrom, Zachary R., McIalwain, Lyndzie N. “Microaggressions: The experience of individuals with mental illness.” Counselling Psychology Quarterly. vol. 30, issue 1, 2017 p86-112. 27.
4. I primary of objective of this research is to identify college student’s knowledge about mental illness in American culture and the social stigma surrounding it. Studies have indicated that lack of knowledge about mental illness has led to an increase of discrimination in the workplace and everyday life. Students will be given a quantitative survey to gauge attitudes about mental illness. The goal is to create effective solutions in order to build knowledge and lessen stigma against mean illness today.5. Quantitative and qualitative methods will be used. The survey will include 15 closed ended questions and 3 open ended questions. Survey:1. Which of the following mental illness are you most familiar with? A. Anxiety B. Depression C. Bipolar disorder D. Schizophrenia 2. How do you know about the above mental illnesses? A. family member B. friends C. television D. internet3. Do you think people are predisposed to mental illness? A. Yes B. No C. Sometimes4. At what age do think people first to start experience mental illness? A. 5-8 years old B. 9-11 years old C. 12-15 years old D. 15-18 years old5. Mental illness can happen to anyone. A. Yes B. No6. Who do you think is more likely to have mental illness? A. Women B. Men C. Both are equal D. I don’t know7. People that have a mental illness or more likely to prefer to be alone. A. Yes B. No8. Adults are more likely to have mental illness. A. Yes B. No9. The best wa.
Groups consist of two or more people who interact together according to shared rules and goals. There are different types of groups including primary groups like families that involve close interaction, and secondary groups like workplaces that are less intimate but goal-oriented. People join groups for reasons like task accomplishment through group synergy, interpersonal support, and fulfilling social needs. Communicating effectively in groups can be challenging as it requires constructive participation, leadership, managing conflicts productively, and addressing issues like cohesion, group size, power structures, and norms. While groups have strengths like greater resources and thoroughness, they also have limitations such as time requirements and potential for conformity pressures.
What Holdsthe ModernCompany TogetherThe short answe.docxalanfhall8953
This document discusses corporate culture and different types of culture. It defines two dimensions that characterize culture - sociability and solidarity. Sociability refers to friendliness and informal relations among members, while solidarity refers to a community's ability to pursue shared objectives effectively. Plotting these dimensions on a matrix results in four types of culture: networked, mercenary, fragmented, and communal. The document then examines each type of culture in more detail, discussing their key characteristics and benefits and drawbacks. It emphasizes that no single culture is best and that an organization's culture should fit its competitive environment.
Module 3 ConclusionThrough this module’s online lectures and textb.docxraju957290
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
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Learning Outcomes
After reading this chapter, you should be able to:
De�ine groups and basic group types.
Differentiate between groups, aggregates, and social categories.
Identify the basic properties of groups.
Discuss the in�luence of group properties on group dynamics and performance.
Analyze the relationship between work groups and teams.
Determine when it is most appropriate to use either a work group or team.
Describe signi�icant factors in typing teams.
Explain the signi�icance of primary task types.
1Understanding Groups and Teams
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Introduction
Ellis is one of nine business analysts at a midsized manufacturing company. Over the years, Ellis and his coworkers have
learned to work collaboratively to analyze business processes and make suggestions for improvements. Learning to work in a
collaborative manner has enabled the division to collectively decide what its goals are and how work should be shared
among the employees.
When collaborating across several projects, it is not uncommon for Ellis and his coworkers to rotate between leadership and
support roles. For example, on one project that examined current manufacturing processes for a speci�ic product line, Ellis
led the team members as they looked for process improvements. On another project, Ellis served as one of the people who
collected data, and in this instance he worked under the direction of a coworker. Under this arrangement, the designated
project leader is not solely accountable for the division’s results; members of the entire division hold themselves accountable,
since they are more than just a department or group—they are a team.
Occasionally, members of the business analysis team are assigned to work with others on special projects. Ellis has recently
been assigned to work on such a project with members of several different departments, and he’s noticed some differences
between working with his usual team and working in this new con�iguration. While those working on this project get along
well and are committed to achieving their goal, they had no say in what their goal was—the organization decided their goal
for them, as well as steps to take and the timeline for reaching it. Ellis is not used to having such decisions made for him.
Ellis has noticed other differences as well. In this new con�iguration, he has only one function for this project. On his usual
team, however, he usually collaborates or consults on several aspec.
Saylor URL: http://www.saylor.org/books Saylor.org
722
Chapter 19
Group Communication, Teamwork, and Leadership
Teamwork is the ability to work together toward a common vision. The ability to direct individual
accomplishments toward organizational objectives. It is the fuel that allows common people to attain
uncommon results.
Andrew Carnegie
Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the
only thing that ever has.
Margaret Mead
Getting Started
I N T R O D U C T O R Y E X E R C I S E S
1. List the family and social groups you belong to and interact with on a regular basis—for example, within a
twenty-four-hour period or within a typical week. Please also consider forums, online communities, and
Web sites where you follow threads of discussion or post regularly. Discuss your results with your
classmates.
2. List the professional (i.e., work-related) groups you interact with in order of frequency. Please also
consider informal as well as formal groups (e.g., the 10:30 coffee club and the colleagues you often share
your commute with). Compare your results with those of your classmates.
3. Identify one group to which you no longer belong. List at least one reason why you no longer belong to
this group. Compare your results with those of your classmates.
As humans, we are social beings. We naturally form relationships with others. In fact, relationships are
often noted as one of the most important aspects of a person’s life, and they exist in many forms.
Interpersonal communication occurs between two people, but group communication may involve two or
more individuals. Groups are a primary context for interaction within the business community. Groups
may have heroes, enemies, and sages alongside new members. Groups overlap and may share common
goals, but they may also engage in conflict. Groups can be supportive or coercive and can exert powerful
influences over individuals.
http://creativecommons.org/licenses/by-nc-sa/3.0/
Saylor URL: http://www.saylor.org/books Saylor.org
723
Within a group, individuals may behave in distinct ways, use unique or specialized terms, or display
symbols that have meaning to that group. Those same terms or symbols may be confusing, meaningless,
or even unacceptable to another group. An individual may belong to both groups, adapting his or her
communication patterns to meet group normative expectations. Groups are increasingly important across
social media venues, and there are many examples of successful business ventures on the Web that value
and promote group interaction.
Groups use words to exchange meaning, establish territory, and identify who is a stranger versus who is a
trusted member. Are you familiar with the term “troll”? It is often used to identify someone who is not a
member of an online group or community; does not share the values and beliefs of the group; and post.
Research Model1. Select the topic2. Defining the problem3. .docxaudeleypearl
Research Model:
1. Select the topic
2. Defining the problem
3. Reviewing the Literature
4. Formulating a Hypothesis
5. Choosing a research method
6. Collecting the Data
7. Analyzing the Results
8. Sharing the Results
1. Uncovering social stigma against mental illness in America.
2. I wanted to study the social stigma of mental illness in America because many people suffer from various forms of mental illness. Often times people do not receive treatment for mental health issues because they are not diagnosed.
3.
· Ho, Andy H Y, Fong, Ted C T, Potash, Jordan S, Ho, Vania F L, Chen, Eric Y H, Ho, Rainbow T H., “Deconstructing Patterns of Stigma toward People Living with Mental Illness.” Social Work Research, vol. 42 Issue 4, 2018, p302-312.
· Casados, Ava T.,“Reducing the Stigma of Mental Illness: Current Approaches and Future Directions.” Clinical Psychology: Science & Practice, vol. 24, issue 3, 2017, p 306-323.
· Quinn, Diane M., Williams, Michelle K., Weisz, Bradley M. “From discrimination to internalized mental illness stigma: The mediating roles of anticipated discrimination and anticipated stigma.” Psychiatric Rehabilitation Journal. vol. 38 issue 2, 2015, p103-108.
· Peters, Heather J., Schwenk, Haley N., Ahlstrom, Zachary R., McIalwain, Lyndzie N. “Microaggressions: The experience of individuals with mental illness.” Counselling Psychology Quarterly. vol. 30, issue 1, 2017 p86-112. 27.
4. I primary of objective of this research is to identify college student’s knowledge about mental illness in American culture and the social stigma surrounding it. Studies have indicated that lack of knowledge about mental illness has led to an increase of discrimination in the workplace and everyday life. Students will be given a quantitative survey to gauge attitudes about mental illness. The goal is to create effective solutions in order to build knowledge and lessen stigma against mean illness today.5. Quantitative and qualitative methods will be used. The survey will include 15 closed ended questions and 3 open ended questions. Survey:1. Which of the following mental illness are you most familiar with? A. Anxiety B. Depression C. Bipolar disorder D. Schizophrenia 2. How do you know about the above mental illnesses? A. family member B. friends C. television D. internet3. Do you think people are predisposed to mental illness? A. Yes B. No C. Sometimes4. At what age do think people first to start experience mental illness? A. 5-8 years old B. 9-11 years old C. 12-15 years old D. 15-18 years old5. Mental illness can happen to anyone. A. Yes B. No6. Who do you think is more likely to have mental illness? A. Women B. Men C. Both are equal D. I don’t know7. People that have a mental illness or more likely to prefer to be alone. A. Yes B. No8. Adults are more likely to have mental illness. A. Yes B. No9. The best way to t ...
Research Model1. Select the topic2. Defining the problem3. .docxverad6
Research Model:
1. Select the topic
2. Defining the problem
3. Reviewing the Literature
4. Formulating a Hypothesis
5. Choosing a research method
6. Collecting the Data
7. Analyzing the Results
8. Sharing the Results
1. Uncovering social stigma against mental illness in America.
2. I wanted to study the social stigma of mental illness in America because many people suffer from various forms of mental illness. Often times people do not receive treatment for mental health issues because they are not diagnosed.
3.
· Ho, Andy H Y, Fong, Ted C T, Potash, Jordan S, Ho, Vania F L, Chen, Eric Y H, Ho, Rainbow T H., “Deconstructing Patterns of Stigma toward People Living with Mental Illness.” Social Work Research, vol. 42 Issue 4, 2018, p302-312.
· Casados, Ava T.,“Reducing the Stigma of Mental Illness: Current Approaches and Future Directions.” Clinical Psychology: Science & Practice, vol. 24, issue 3, 2017, p 306-323.
· Quinn, Diane M., Williams, Michelle K., Weisz, Bradley M. “From discrimination to internalized mental illness stigma: The mediating roles of anticipated discrimination and anticipated stigma.” Psychiatric Rehabilitation Journal. vol. 38 issue 2, 2015, p103-108.
· Peters, Heather J., Schwenk, Haley N., Ahlstrom, Zachary R., McIalwain, Lyndzie N. “Microaggressions: The experience of individuals with mental illness.” Counselling Psychology Quarterly. vol. 30, issue 1, 2017 p86-112. 27.
4. I primary of objective of this research is to identify college student’s knowledge about mental illness in American culture and the social stigma surrounding it. Studies have indicated that lack of knowledge about mental illness has led to an increase of discrimination in the workplace and everyday life. Students will be given a quantitative survey to gauge attitudes about mental illness. The goal is to create effective solutions in order to build knowledge and lessen stigma against mean illness today.5. Quantitative and qualitative methods will be used. The survey will include 15 closed ended questions and 3 open ended questions. Survey:1. Which of the following mental illness are you most familiar with? A. Anxiety B. Depression C. Bipolar disorder D. Schizophrenia 2. How do you know about the above mental illnesses? A. family member B. friends C. television D. internet3. Do you think people are predisposed to mental illness? A. Yes B. No C. Sometimes4. At what age do think people first to start experience mental illness? A. 5-8 years old B. 9-11 years old C. 12-15 years old D. 15-18 years old5. Mental illness can happen to anyone. A. Yes B. No6. Who do you think is more likely to have mental illness? A. Women B. Men C. Both are equal D. I don’t know7. People that have a mental illness or more likely to prefer to be alone. A. Yes B. No8. Adults are more likely to have mental illness. A. Yes B. No9. The best wa.
Groups consist of two or more people who interact together according to shared rules and goals. There are different types of groups including primary groups like families that involve close interaction, and secondary groups like workplaces that are less intimate but goal-oriented. People join groups for reasons like task accomplishment through group synergy, interpersonal support, and fulfilling social needs. Communicating effectively in groups can be challenging as it requires constructive participation, leadership, managing conflicts productively, and addressing issues like cohesion, group size, power structures, and norms. While groups have strengths like greater resources and thoroughness, they also have limitations such as time requirements and potential for conformity pressures.
What Holdsthe ModernCompany TogetherThe short answe.docxalanfhall8953
This document discusses corporate culture and different types of culture. It defines two dimensions that characterize culture - sociability and solidarity. Sociability refers to friendliness and informal relations among members, while solidarity refers to a community's ability to pursue shared objectives effectively. Plotting these dimensions on a matrix results in four types of culture: networked, mercenary, fragmented, and communal. The document then examines each type of culture in more detail, discussing their key characteristics and benefits and drawbacks. It emphasizes that no single culture is best and that an organization's culture should fit its competitive environment.
Module 3 ConclusionThrough this module’s online lectures and textb.docxraju957290
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
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Learning Outcomes
After reading this chapter, you should be able to:
De�ine groups and basic group types.
Differentiate between groups, aggregates, and social categories.
Identify the basic properties of groups.
Discuss the in�luence of group properties on group dynamics and performance.
Analyze the relationship between work groups and teams.
Determine when it is most appropriate to use either a work group or team.
Describe signi�icant factors in typing teams.
Explain the signi�icance of primary task types.
1Understanding Groups and Teams
Fuse/Thinkstock
8/27/2018 Print
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8/27/2018 Print
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Introduction
Ellis is one of nine business analysts at a midsized manufacturing company. Over the years, Ellis and his coworkers have
learned to work collaboratively to analyze business processes and make suggestions for improvements. Learning to work in a
collaborative manner has enabled the division to collectively decide what its goals are and how work should be shared
among the employees.
When collaborating across several projects, it is not uncommon for Ellis and his coworkers to rotate between leadership and
support roles. For example, on one project that examined current manufacturing processes for a speci�ic product line, Ellis
led the team members as they looked for process improvements. On another project, Ellis served as one of the people who
collected data, and in this instance he worked under the direction of a coworker. Under this arrangement, the designated
project leader is not solely accountable for the division’s results; members of the entire division hold themselves accountable,
since they are more than just a department or group—they are a team.
Occasionally, members of the business analysis team are assigned to work with others on special projects. Ellis has recently
been assigned to work on such a project with members of several different departments, and he’s noticed some differences
between working with his usual team and working in this new con�iguration. While those working on this project get along
well and are committed to achieving their goal, they had no say in what their goal was—the organization decided their goal
for them, as well as steps to take and the timeline for reaching it. Ellis is not used to having such decisions made for him.
Ellis has noticed other differences as well. In this new con�iguration, he has only one function for this project. On his usual
team, however, he usually collaborates or consults on several aspec.
Groupwork Chapter Two for Working with GroupsJunelCalvadores
This document discusses key concepts in social work practice with groups. It defines social group work as a method that helps individuals enhance their social functioning through purposeful group experiences. The document outlines various social work roles in working with groups including enabler, broker, and facilitator. It also describes techniques used in groups such as addressing individuals by name and arranging chairs in a circle. Finally, it discusses classifications of groups including primary and secondary groups as well as in-groups and out-groups.
1. A group is defined as two or more interacting and interdependent individuals who come together to achieve particular objectives. Groups can be formal, with defined structures and roles, or informal, guided by organizational goals.
2. Groups develop norms and roles that influence member behavior and ability to achieve goals. Norms are patterns and expectations for how the group will function, while roles like leader, facilitator, and member are necessary components.
3. Interpersonal relationships within groups are important for member well-being and social support. Developing strong listening skills, honesty, ability to handle disagreements, and expressing gratitude can help relationships. Transactional analysis looks at how people communicate through different ego states.
DBA 7420, Organizational Behavior and Comparative Mana.docxmadlynplamondon
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
7. Analyze how organizations manage diversity effectively.
7.1 Assess management strategies when implementing diversity.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2, pp. 42–46, 50–70
Unit VIII Essay
Reading Assignment
Chapter 2: Diversity in Organizations, pp. 42–46, 50–70
Unit Lesson
Introduction
Diversity is one of those overused and highly nebulous words
that people typically say without really understanding or
considering what it entails (Wingard, 2017). In this unit, we plan
to not only define diversity and explain what it entails, but we
also will introduce you to some pros and cons of diversity within
an organization. It should give you plenty to consider as you
weigh the value of diversity in your workplace and beyond.
Definition
Let’s begin by having you look to those around you, whether
this includes other family members, coworkers, or neighbors.
Are we all the same? The answer is unequivocally no. In fact,
we are all unique. Even identical twins are different in some
ways. They may be similar in appearance, but there can be so
much more. For instance, they may have very different personalities and views depending upon their own life
experiences. In its broadest sense, diversity can be described as characteristics that differentiate us from one
another (Robbins & Judge, 2019).
Characteristics
Initially, people tend to focus on gender, race, or ethnicity (Robbins & Judge, 2019). Still, diversity can include
all of that and more. Some people may opt to concentrate on physical characteristics. This could include hair
color, eye color, height, weight, or build. Even if one chose to focus on other areas, there are a phenomenal
number of characteristics from which to choose. For instance, diversity includes such things as age, religious
affiliation, disability status, military experience, sexual orientation, educational level, culture, language spoken,
marital/partnered status, and political affiliation.
UNIT VIII STUDY GUIDE
Managing Diversity
(Robwilson39, n.d.)
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Pay Disparity as an Example
When we think about diversity, a common example that comes to mind is men and women in the workplace.
Women are taking on a greater presence in the workplace, but at what cost? Are men making similar
sacrifices to get to where they want to be? There is a definite pay gap between the earnings of men and
women. This is something about which many, both men and women alike, are left wondering. In our textbook,
you will find a number of important statistics specific to this wage gap. Although the number of women in the
workforce is increasing, the pay gap remains. It is narrow.
This document discusses different types of social groups and how they are organized. It defines a social group as a collection of people who regularly interact based on shared expectations and identity. Primary groups are small and intimate, with strong personal bonds, while secondary groups are larger and more impersonal, focused on tasks. Reference groups are those individuals compare themselves to help guide behaviors and identify norms. Networks are sets of social ties linking people without requiring a defined group. The document cautions that groups can influence thinking and actions in both positive and negative ways, sometimes resulting in phenomena like groupthink.
What are some ways teams can benefit from diversity while working to.docxtwilacrt6k5
What are some ways teams can benefit from diversity while working together as a unit? This needs to be atleast 300 words and Please use the Reading Material Below!!!!
Do you tend to be a leader or a follower in a small group? Do you talk a lot or little? Perhaps your answers would depend on the quality of your relationships with other group members. Communication scholar Joann Keyton notes that relational communication in groups refers to the verbal and nonverbal messages that create the social fabric of a group by promoting relationships between and among group members. It is the affective or expressive dimension of group communication as opposed to the instrumental, or task-oriented, dimension.1 Relational communication theorists assert that every message people communicate to one another has both a content dimension and a relationship dimension. The content dimension of a message includes the specific information conveyed to someone. The relationship dimension involves message cues that provide hints about whether you like or dislike the person with whom you are communicating. Whether you give a public speech, talk with your spouse, or communicate with another member of a small group, you provide information about the feelings you have toward your listener in addition to the ideas you’re conveying. This chapter emphasizes the relational elements that affect the quality of the relationships you establish with other group members. Specifically, it concentrates on variables that have an important effect on the relationships you establish with others in small groups: (1) the roles you assume, (2) the norms or standards the group develops, (3) the status differences that affect the group’s productivity, (4) the power some members wield, (5) the trust that improves group performance, and (6) some additional effects of cultural differences. Roles Stop reading this chapter for just a moment, and reflect on the question “Who are you?” Now, write down ten different responses. Who Are You? 1. I am ______________________________________________ 2. I am ______________________________________________ 3. I am ______________________________________________ 4. I am ______________________________________________ 5. I am ______________________________________________ 6. I am ______________________________________________ 7. I am ______________________________________________ 8. I am ______________________________________________ 9. I am ______________________________________________ 10. I am ______________________________________________ As we noted in Chapter 2, these responses are part of your theory of yourself—your self-concept. Your self-concept—who you think you are—shapes your communication and relationships with others. Your self-concept also affects how others relate to you. In trying to reduce the uncertainty that occurs when communicating in groups, people quickly assess the behaviors of others. They assign roles—sets of expectations—to others..
The document discusses different perspectives for defining community:
1. The systems perspective views a community as comprising different parts that represent specialized functions, similar to a living organism. Collaboration is important for the community to function well.
2. The social perspective defines a community by the social and political networks that link individuals and organizations. Understanding these networks is critical for engagement efforts.
3. The virtual perspective recognizes that individuals increasingly rely on computer-mediated communication and considers online groups that interact organized as "virtual communities." These are potential partners for health promotion.
The document summarizes the conclusions of a group project researching how leaders can effectively manage diversity in the workplace. The group discovered that diversity is complex and that while companies use various techniques like training, most often ignore problems of diversity. However, diversity yields advantages for employees and companies when effectively managed. Specifically, diversity can provide an economic competitive advantage for companies that embrace differences among employees. The group concluded that both visible and nonvisible diversity are equally important when linked together in organizations with strong, long-standing diversity frameworks. Such organizations nurture appreciation for diverse teammates beyond surface characteristics.
The document discusses different types of groups that can influence consumer behavior and serve as reference groups, including membership groups, symbolic groups, normative reference groups, and comparative reference groups. It also describes several specific reference groups marketers may appeal to, such as friendship groups, work groups, virtual groups, brand communities, consumer action groups, and celebrities. Reference groups can influence consumers through informational, normative, and identification influence.
The document discusses different perspectives for defining community:
1. The systems perspective views a community as similar to a living organism with different parts representing specialized functions that work together to meet community needs.
2. The social perspective defines a community by the social and political networks that link individuals and organizations, understanding which is important for engagement efforts.
3. The virtual perspective recognizes that some communities exist online through computer-mediated communication and social media, forming virtual communities.
4. The individual perspective acknowledges that people may identify with multiple communities and that this sense of identity can change over time. Practitioners must understand how individuals view themselves and their connections.
This document summarizes various environmental determinants of consumer behavior, including family influences, social class, group dynamics, and reference groups. It discusses how family roles, life stages, and size can impact buying decisions. Social class is defined based on factors like income and education. Group dynamics examines how primary and informal social groups can sway purchases, with friends and coworkers having significant influence. Reference groups that consumers compare themselves to, like normative peers, can encourage conformity through social pressures.
Research Paper Harbrace Handbook pgs. 273-328 Double Space .docxronak56
Research Paper: Harbrace Handbook pgs. 273-328
Double Space
Use A Header
Willis 1
Chase Willis
Instructor McCray
English 105
November 25, 2002
The Information Superhighway
The “information superhighway,” referring to the great communication potential of the Internet, has now become a familiar term, even among those who are not online..........However, to make Internet access universal, public libraries and schools face a double challenge: rethinking their purpose and obtaining necessary resources.
Heading
Title of paper
Intro paragraph
Thesis
Willis 2
Librarians’ jobs, too, will change. They will become “the guides and gatekeepers, or perhaps the travel agents, on the information superhighway”(Grimes 21).
While librarians welcome these changes and are willing to accommodate technology, they worry. Max Frankel suggests that fees be charged for “profitable private uses of the Internet...to subsidize the Net’s penetration of every community”(42).
Page number
First quote
Second quote, author named in sentence
Willis 6
Works Cited
Frankel, Max. “The Moon This Time Around.” New
York Times Magazine 5 May 1996:40+. New
YorkTimes Ondisc. CD-ROM. UMI-Proquest.
Nov. 1996.
Grimes, William. “Libraries Ponder Role in Digital Age.” New York
Times 29 Apr. 1996, late ed.: A21+. New York Times
Ondisc. CD-ROM. UMI-
Proquest. Nov. 1996.
alphabetical order by author
indent successive lines
double space throughout
note that the extra numbering I have you complete does not correspond to this page
For citing online service access, look at pages 307-309.
Hints for approaching your final project:
1. It might be helpful to approach your paper as if you are providing an organizational profile, conducting a case study, or as if you are an internal communication consultant who is diagnosing what works and what doesn’t work in terms of communication.
2. Start out by coming up with a definition of organizational communication. Spend a paragraph or two talking about organizational communication and your communication in general terms.
3. You should begin by constructing your mission statement and organizational goals; then use them to guide your description of organizational communication.
4. Use, as a starting point, your perspective on organizations: do you subscribe to scientific management, human relations, human resources, or a systems perspective? Do you draw from each?
For example:
At Bella we strongly look into the human relations approach to management. What is Human Relations Approach to Management? Elton Mayo observed that worker productivity depended less on lighting conditions in the work area than on the workers perception that management were interested in them. Mayo proposed that higher productivity could be gained by good communication and emotional connection between workers and management.
This was a change from Frede ...
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The document discusses the importance of cultural awareness and cross-cultural communication in multicultural workplaces. It notes that cultural awareness helps teams identify differences that could cause issues if not addressed, and provides some tips for building cultural awareness including learning about other cultures, treating people as individuals rather than stereotypes, implementing cultural knowledge, avoiding assumptions, and actively listening. It emphasizes that cross-cultural communication skills are essential for organizations operating in a global economy.
The document discusses the importance of cultural awareness and cross-cultural communication in multicultural workplaces. It notes that cultural awareness is crucial for maximizing the potential of multicultural teams by helping identify differences and areas that need attention. Some tips provided for cultural awareness include building cultural knowledge, treating people as individuals, implementing cultural knowledge, withholding assumptions, avoiding blame, and actively listening. Cross-cultural communication briefings on cultural dos and don'ts can help avoid mistakes and generate respect and understanding between different cultures.
Em Man.pptx personal Development presentationHernilynManatad
This document discusses the benefits that teenagers can experience from joining youth groups and other extracurricular clubs. It begins by explaining that being part of a group can provide social and emotional support which enhances well-being and resilience, reducing the need to cope with stress through substances like alcohol. It then provides examples of positive roles models and social norms that discourage substance use. Next, it notes that belonging to a group exposes adolescents to role models and promotes healthy behaviors over risky activities like smoking.
This document discusses sustaining organizational culture change. It begins by explaining that culture represents how things are done in an organization and is an important driver of employee behavior. However, culture is intangible and changing behaviors across an organization is challenging. Most change efforts do not have lasting impact because they do not address the deeper drivers of culture like shared purpose and individual beliefs. To sustain change, interventions must target these underlying aspects of culture. The document advocates for aligning the individual, social, and organizational dimensions of culture to create shared meaning for employees. Leaders play a key role in culture transformation by modeling new behaviors and sending consistent messages. Lastly, the document notes that culture change is a journey that requires going deep, aligning culture
1. Assertiveness training was introduced in the 1970s as a way to improve communication effectiveness and interpersonal skills. It teaches behaviors like openly expressing emotions and standing up for one's rights while also being receptive to others.
2. True assertiveness is marked by both openness and receptiveness. It involves openly communicating one's perspective while also listening to others to find solutions, not dominate.
3. Being assertive facilitates effective communication by creating a climate of openness and trust where honest feedback is possible, allowing people to develop self-awareness and reach their potential. However, openness may not always be appropriate and some criticism of only focusing on it exists.
1. The ALIVE status of each SEX. (SEX needs to be integrated into th.docxketurahhazelhurst
1. The ALIVE status of each SEX. (SEX needs to be integrated into the only Male, Female, ND, and Other) (bar comparison chart, pie comparison chart)
2. How many Male, Female, ND, and Other are there in each ALIGN. (Bar comparison chart)
3. How many red-haired heroes do Marvel and DC have?
.
1. Some potentially pathogenic bacteria and fungi, including strains.docxketurahhazelhurst
1. Some potentially pathogenic bacteria and fungi, including strains of Enterococcus, Staphylococcus, Candida, and Aspergillus, can survive for one to three months on a variety of materials found in hospitals, including scrub suits, lab coats, plastic aprons, and computer keyboards. What can hospital personnel do to reduce the spread of these pathogens?
2. Human immunodeficiency virus (HIV) preferentially destroys CD4+ cells. Specifically, what effect does this have on antibody and cell-mediated immunity?
**Provide APA references for each
.
More Related Content
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Groupwork Chapter Two for Working with GroupsJunelCalvadores
This document discusses key concepts in social work practice with groups. It defines social group work as a method that helps individuals enhance their social functioning through purposeful group experiences. The document outlines various social work roles in working with groups including enabler, broker, and facilitator. It also describes techniques used in groups such as addressing individuals by name and arranging chairs in a circle. Finally, it discusses classifications of groups including primary and secondary groups as well as in-groups and out-groups.
1. A group is defined as two or more interacting and interdependent individuals who come together to achieve particular objectives. Groups can be formal, with defined structures and roles, or informal, guided by organizational goals.
2. Groups develop norms and roles that influence member behavior and ability to achieve goals. Norms are patterns and expectations for how the group will function, while roles like leader, facilitator, and member are necessary components.
3. Interpersonal relationships within groups are important for member well-being and social support. Developing strong listening skills, honesty, ability to handle disagreements, and expressing gratitude can help relationships. Transactional analysis looks at how people communicate through different ego states.
DBA 7420, Organizational Behavior and Comparative Mana.docxmadlynplamondon
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
7. Analyze how organizations manage diversity effectively.
7.1 Assess management strategies when implementing diversity.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2, pp. 42–46, 50–70
Unit VIII Essay
Reading Assignment
Chapter 2: Diversity in Organizations, pp. 42–46, 50–70
Unit Lesson
Introduction
Diversity is one of those overused and highly nebulous words
that people typically say without really understanding or
considering what it entails (Wingard, 2017). In this unit, we plan
to not only define diversity and explain what it entails, but we
also will introduce you to some pros and cons of diversity within
an organization. It should give you plenty to consider as you
weigh the value of diversity in your workplace and beyond.
Definition
Let’s begin by having you look to those around you, whether
this includes other family members, coworkers, or neighbors.
Are we all the same? The answer is unequivocally no. In fact,
we are all unique. Even identical twins are different in some
ways. They may be similar in appearance, but there can be so
much more. For instance, they may have very different personalities and views depending upon their own life
experiences. In its broadest sense, diversity can be described as characteristics that differentiate us from one
another (Robbins & Judge, 2019).
Characteristics
Initially, people tend to focus on gender, race, or ethnicity (Robbins & Judge, 2019). Still, diversity can include
all of that and more. Some people may opt to concentrate on physical characteristics. This could include hair
color, eye color, height, weight, or build. Even if one chose to focus on other areas, there are a phenomenal
number of characteristics from which to choose. For instance, diversity includes such things as age, religious
affiliation, disability status, military experience, sexual orientation, educational level, culture, language spoken,
marital/partnered status, and political affiliation.
UNIT VIII STUDY GUIDE
Managing Diversity
(Robwilson39, n.d.)
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Pay Disparity as an Example
When we think about diversity, a common example that comes to mind is men and women in the workplace.
Women are taking on a greater presence in the workplace, but at what cost? Are men making similar
sacrifices to get to where they want to be? There is a definite pay gap between the earnings of men and
women. This is something about which many, both men and women alike, are left wondering. In our textbook,
you will find a number of important statistics specific to this wage gap. Although the number of women in the
workforce is increasing, the pay gap remains. It is narrow.
This document discusses different types of social groups and how they are organized. It defines a social group as a collection of people who regularly interact based on shared expectations and identity. Primary groups are small and intimate, with strong personal bonds, while secondary groups are larger and more impersonal, focused on tasks. Reference groups are those individuals compare themselves to help guide behaviors and identify norms. Networks are sets of social ties linking people without requiring a defined group. The document cautions that groups can influence thinking and actions in both positive and negative ways, sometimes resulting in phenomena like groupthink.
What are some ways teams can benefit from diversity while working to.docxtwilacrt6k5
What are some ways teams can benefit from diversity while working together as a unit? This needs to be atleast 300 words and Please use the Reading Material Below!!!!
Do you tend to be a leader or a follower in a small group? Do you talk a lot or little? Perhaps your answers would depend on the quality of your relationships with other group members. Communication scholar Joann Keyton notes that relational communication in groups refers to the verbal and nonverbal messages that create the social fabric of a group by promoting relationships between and among group members. It is the affective or expressive dimension of group communication as opposed to the instrumental, or task-oriented, dimension.1 Relational communication theorists assert that every message people communicate to one another has both a content dimension and a relationship dimension. The content dimension of a message includes the specific information conveyed to someone. The relationship dimension involves message cues that provide hints about whether you like or dislike the person with whom you are communicating. Whether you give a public speech, talk with your spouse, or communicate with another member of a small group, you provide information about the feelings you have toward your listener in addition to the ideas you’re conveying. This chapter emphasizes the relational elements that affect the quality of the relationships you establish with other group members. Specifically, it concentrates on variables that have an important effect on the relationships you establish with others in small groups: (1) the roles you assume, (2) the norms or standards the group develops, (3) the status differences that affect the group’s productivity, (4) the power some members wield, (5) the trust that improves group performance, and (6) some additional effects of cultural differences. Roles Stop reading this chapter for just a moment, and reflect on the question “Who are you?” Now, write down ten different responses. Who Are You? 1. I am ______________________________________________ 2. I am ______________________________________________ 3. I am ______________________________________________ 4. I am ______________________________________________ 5. I am ______________________________________________ 6. I am ______________________________________________ 7. I am ______________________________________________ 8. I am ______________________________________________ 9. I am ______________________________________________ 10. I am ______________________________________________ As we noted in Chapter 2, these responses are part of your theory of yourself—your self-concept. Your self-concept—who you think you are—shapes your communication and relationships with others. Your self-concept also affects how others relate to you. In trying to reduce the uncertainty that occurs when communicating in groups, people quickly assess the behaviors of others. They assign roles—sets of expectations—to others..
The document discusses different perspectives for defining community:
1. The systems perspective views a community as comprising different parts that represent specialized functions, similar to a living organism. Collaboration is important for the community to function well.
2. The social perspective defines a community by the social and political networks that link individuals and organizations. Understanding these networks is critical for engagement efforts.
3. The virtual perspective recognizes that individuals increasingly rely on computer-mediated communication and considers online groups that interact organized as "virtual communities." These are potential partners for health promotion.
The document summarizes the conclusions of a group project researching how leaders can effectively manage diversity in the workplace. The group discovered that diversity is complex and that while companies use various techniques like training, most often ignore problems of diversity. However, diversity yields advantages for employees and companies when effectively managed. Specifically, diversity can provide an economic competitive advantage for companies that embrace differences among employees. The group concluded that both visible and nonvisible diversity are equally important when linked together in organizations with strong, long-standing diversity frameworks. Such organizations nurture appreciation for diverse teammates beyond surface characteristics.
The document discusses different types of groups that can influence consumer behavior and serve as reference groups, including membership groups, symbolic groups, normative reference groups, and comparative reference groups. It also describes several specific reference groups marketers may appeal to, such as friendship groups, work groups, virtual groups, brand communities, consumer action groups, and celebrities. Reference groups can influence consumers through informational, normative, and identification influence.
The document discusses different perspectives for defining community:
1. The systems perspective views a community as similar to a living organism with different parts representing specialized functions that work together to meet community needs.
2. The social perspective defines a community by the social and political networks that link individuals and organizations, understanding which is important for engagement efforts.
3. The virtual perspective recognizes that some communities exist online through computer-mediated communication and social media, forming virtual communities.
4. The individual perspective acknowledges that people may identify with multiple communities and that this sense of identity can change over time. Practitioners must understand how individuals view themselves and their connections.
This document summarizes various environmental determinants of consumer behavior, including family influences, social class, group dynamics, and reference groups. It discusses how family roles, life stages, and size can impact buying decisions. Social class is defined based on factors like income and education. Group dynamics examines how primary and informal social groups can sway purchases, with friends and coworkers having significant influence. Reference groups that consumers compare themselves to, like normative peers, can encourage conformity through social pressures.
Research Paper Harbrace Handbook pgs. 273-328 Double Space .docxronak56
Research Paper: Harbrace Handbook pgs. 273-328
Double Space
Use A Header
Willis 1
Chase Willis
Instructor McCray
English 105
November 25, 2002
The Information Superhighway
The “information superhighway,” referring to the great communication potential of the Internet, has now become a familiar term, even among those who are not online..........However, to make Internet access universal, public libraries and schools face a double challenge: rethinking their purpose and obtaining necessary resources.
Heading
Title of paper
Intro paragraph
Thesis
Willis 2
Librarians’ jobs, too, will change. They will become “the guides and gatekeepers, or perhaps the travel agents, on the information superhighway”(Grimes 21).
While librarians welcome these changes and are willing to accommodate technology, they worry. Max Frankel suggests that fees be charged for “profitable private uses of the Internet...to subsidize the Net’s penetration of every community”(42).
Page number
First quote
Second quote, author named in sentence
Willis 6
Works Cited
Frankel, Max. “The Moon This Time Around.” New
York Times Magazine 5 May 1996:40+. New
YorkTimes Ondisc. CD-ROM. UMI-Proquest.
Nov. 1996.
Grimes, William. “Libraries Ponder Role in Digital Age.” New York
Times 29 Apr. 1996, late ed.: A21+. New York Times
Ondisc. CD-ROM. UMI-
Proquest. Nov. 1996.
alphabetical order by author
indent successive lines
double space throughout
note that the extra numbering I have you complete does not correspond to this page
For citing online service access, look at pages 307-309.
Hints for approaching your final project:
1. It might be helpful to approach your paper as if you are providing an organizational profile, conducting a case study, or as if you are an internal communication consultant who is diagnosing what works and what doesn’t work in terms of communication.
2. Start out by coming up with a definition of organizational communication. Spend a paragraph or two talking about organizational communication and your communication in general terms.
3. You should begin by constructing your mission statement and organizational goals; then use them to guide your description of organizational communication.
4. Use, as a starting point, your perspective on organizations: do you subscribe to scientific management, human relations, human resources, or a systems perspective? Do you draw from each?
For example:
At Bella we strongly look into the human relations approach to management. What is Human Relations Approach to Management? Elton Mayo observed that worker productivity depended less on lighting conditions in the work area than on the workers perception that management were interested in them. Mayo proposed that higher productivity could be gained by good communication and emotional connection between workers and management.
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The document discusses the importance of cultural awareness and cross-cultural communication in multicultural workplaces. It notes that cultural awareness helps teams identify differences that could cause issues if not addressed, and provides some tips for building cultural awareness including learning about other cultures, treating people as individuals rather than stereotypes, implementing cultural knowledge, avoiding assumptions, and actively listening. It emphasizes that cross-cultural communication skills are essential for organizations operating in a global economy.
The document discusses the importance of cultural awareness and cross-cultural communication in multicultural workplaces. It notes that cultural awareness is crucial for maximizing the potential of multicultural teams by helping identify differences and areas that need attention. Some tips provided for cultural awareness include building cultural knowledge, treating people as individuals, implementing cultural knowledge, withholding assumptions, avoiding blame, and actively listening. Cross-cultural communication briefings on cultural dos and don'ts can help avoid mistakes and generate respect and understanding between different cultures.
Em Man.pptx personal Development presentationHernilynManatad
This document discusses the benefits that teenagers can experience from joining youth groups and other extracurricular clubs. It begins by explaining that being part of a group can provide social and emotional support which enhances well-being and resilience, reducing the need to cope with stress through substances like alcohol. It then provides examples of positive roles models and social norms that discourage substance use. Next, it notes that belonging to a group exposes adolescents to role models and promotes healthy behaviors over risky activities like smoking.
This document discusses sustaining organizational culture change. It begins by explaining that culture represents how things are done in an organization and is an important driver of employee behavior. However, culture is intangible and changing behaviors across an organization is challenging. Most change efforts do not have lasting impact because they do not address the deeper drivers of culture like shared purpose and individual beliefs. To sustain change, interventions must target these underlying aspects of culture. The document advocates for aligning the individual, social, and organizational dimensions of culture to create shared meaning for employees. Leaders play a key role in culture transformation by modeling new behaviors and sending consistent messages. Lastly, the document notes that culture change is a journey that requires going deep, aligning culture
1. Assertiveness training was introduced in the 1970s as a way to improve communication effectiveness and interpersonal skills. It teaches behaviors like openly expressing emotions and standing up for one's rights while also being receptive to others.
2. True assertiveness is marked by both openness and receptiveness. It involves openly communicating one's perspective while also listening to others to find solutions, not dominate.
3. Being assertive facilitates effective communication by creating a climate of openness and trust where honest feedback is possible, allowing people to develop self-awareness and reach their potential. However, openness may not always be appropriate and some criticism of only focusing on it exists.
Similar to Chapter 19Group Communication, Teamwork, and LeadershipTeamwor.docx (20)
1. The ALIVE status of each SEX. (SEX needs to be integrated into th.docxketurahhazelhurst
1. The ALIVE status of each SEX. (SEX needs to be integrated into the only Male, Female, ND, and Other) (bar comparison chart, pie comparison chart)
2. How many Male, Female, ND, and Other are there in each ALIGN. (Bar comparison chart)
3. How many red-haired heroes do Marvel and DC have?
.
1. Some potentially pathogenic bacteria and fungi, including strains.docxketurahhazelhurst
1. Some potentially pathogenic bacteria and fungi, including strains of Enterococcus, Staphylococcus, Candida, and Aspergillus, can survive for one to three months on a variety of materials found in hospitals, including scrub suits, lab coats, plastic aprons, and computer keyboards. What can hospital personnel do to reduce the spread of these pathogens?
2. Human immunodeficiency virus (HIV) preferentially destroys CD4+ cells. Specifically, what effect does this have on antibody and cell-mediated immunity?
**Provide APA references for each
.
1. Taking turns to listen to other students is not always easy f.docxketurahhazelhurst
1. Taking turns to listen to other students is not always easy for young children. What does the research show about promoting good listeners in the classroom setting?
2. How would you help the shyest student to become a confident speaker? How would you help the overly confident speaker to have self-control? Why are these skills important to instill in children at this age? How can becoming a confident speaker encourage stronger advocacy skills for themselves? Likewise, how does maintaining self-control encourage better listening?
.
1. The main characters names in The Shape of Things are Adam and E.docxketurahhazelhurst
1. The main characters names in "The Shape of Things" are Adam and Evelyn, suggesting the play is a retelling of the original creation myth. Compare the original “Adam and Eve” and characters in the Judea-Christian creation account to Adam and Evelyn. How is The Shape of Things similar or different from the traditional Judea-Xian account? (Keep in mind the main difference being art and artistic versus theistic creation).
2. The “garden” is the museum, and roped off sculpture with the fig leaf is, like the tree of good and evil, what you’re not supposed to touch. Why does the author present the museum as a creation space? How is the sculpture like the tree of good and evil? What happens when they cross the line and touch (or photograph) it?
3. Compare Evelyn and Pygmalion as creators. How does their gender effect their position in history and creation? How do both their creations critique the culture in which they exist? Describe the "changes" to society that Evelyn and Pygmalion aspire to in their art.
4. How much are the creators (Evelyn and Pygmalion) in control of creation and their art work? Where does their control break down? What is the difference between creator and creature; or is the creature reducible to its creator?
5. When does Adam assert his own mind, (if at all) or veer towards independence by not relying on the tools to achieve superficial beauty that Evelyn imparts?
.
1. Select one movie from the list belowShutter Island (2010; My.docxketurahhazelhurst
1. Select one movie from the list below:
Shutter Island (2010; Mystery, Thriller; Leonardo DiCaprio, Mark Ruffalo
2. Watch the film you have selected as a psychology student and not merely as an ordinary film viewer (it is suggested that you watch the selected film multiple times).
3. Provide your own summary of the film, using psychological terms and concepts that you have learned in class and from your textbook. State clearly the psychological disorder you have seen portrayed in the film you have chosen, using DSM criteria/language. You should explain the psychological disorder portrayed in the movie. Determine and evaluate if the disorder identified in the film is accurate according to your textbook and other resource materials. Provide evidence using actual behaviors seen in the film. Is the depiction of the psychological disorder in the film accurate or not? Give evidence to support your claims using observable behaviors from the movie.
4. Based on the information from the film, determine what clinical diagnosis (or diagnoses) a character from the movie most likely has/have (can be the main character or supporting characters). Use criteria provided by the DSM-5 and provide an evidence-based diagnosis/diagnoses of the person. You will need to justify their diagnoses by demonstrating how the character’s symptoms meet some or all the criteria outlined in the DSM-5 as evidence of your diagnosis/diagnoses. Everything that you assert should be supported by evidence.
7. Be sure to use APA format using the latest edition of the APA Manual (7th edition).
.
1. Select a system of your choice and describe the system life-cycle.docxketurahhazelhurst
1. Select a system of your choice and describe the system life-cycle. Construct a detailed flow diagram tailored to your situation
2. What characteristics of an airplane would you attribute to the system as a whole rather than to a collection of its parts? Explain why.
.
1. Sensation refers to an actual event; perception refers to how we .docxketurahhazelhurst
1. Sensation refers to an actual event; perception refers to how we interpret the event. What are some cultural differences that might affect responses to particular stimuli, particularly in taste and pain?
2. Most of us feel like we never get enough sleep. What are the stages of sleep and what is the importance of sleep? What are some common sleep disorders and treatments?
.
1. The Institute of Medicine (now a renamed as a part of the N.docxketurahhazelhurst
1. The Institute of Medicine (now a renamed as a part of the
National Academies of Sciences, Engineering, and Medicine
) defined patient-centered care as: "Providing care that is respectful of and responsive to individual patient preferences, needs, and values, and ensuring that patient values guide all clinical decisions.”[1] While this definition clearly emphasizes the importance of a patient’s perspective in the context of clinical care delivery, it does not allow managers to focus on the actual “person” inside the institutional role of the patient.
In the same sense that a person who is incarcerated in a prison may receive extremely humane treatment, the “person” is still defined into the role of an “inmate,” and as such cannot, by definition, be granted the same rights and privileges as a non-institutionalized member of the civil order enjoys. In other words, I may be placed in a cell with great empathy and understanding of my preferences, needs, and values, but I am still being locked-up in jail.
No one is suggesting that being admitted into a jail cell is the same as being admitted into a hospital bed. There are many obvious differences between the two, including the basic purpose of the two institutions.
But while much is different, what is the same is how a pre-existing set of structured behaviors and processes are used to firmly, and without asking or negotiating, radically transform a “regular” person into a defined role of a “patient” that then can be diagnosed, treated, and discharged back into the world once the patient has finished their “time” in the “system.”
While patient-centered care emphasizes the value of increased sensitivity to a patient’s preferences, needs, and values, what we want to focus on is how decisions made by healthcare leaders affect the actual experience of a person receiving that care.
So with the "real person" in mind, this week's question is:
What can healthcare leaders do in improve the actual personal experience that "real people" go through as our "patients?"
(Be sure to develop your answers AFTER you review the definition and roles of "Leadership" in the readings for this week).
[1] Institute on Medicine, Crossing the Quality Chasm: A New Health System for the 21st Century, March, 2001
2. Health Information Technonogy - PPP Discussion
The board has created an innovation fund designed to foster improved quality, increased access, or reduced costs in healthcare delivery. Select a health information technology related to genomics, precision medicine, or diagnostics that you would propose to be funded for implementation. Prepare a PowerPoint presentation that describes the selected health information technology, what it does, why it would be beneficial, and what risks may be involved. Please note, this activity is weighted 5% toward the final grade. The PowerPoint should be no more than 5-6 slides with the presenter's notes. Follow the APA format.
.
1. The Documentary Hypothesis holds that the Pentateuch has a number.docxketurahhazelhurst
1. The Documentary Hypothesis holds that the Pentateuch has a number of underlying documents (alt., sources) that were ultimately gathered and sewn into the Pentateuch as we now have it. The method of separating those underlying documents is called source criticism. Please perform a source-critical analysis of Gen 1-3. In so doing, please identify the significant features that distinguish each underlying document. Note: There are many such features.
2. Why are covenants important in the Bible? What do they accomplish? Are they all the same, whether in structure or outlook? Do the different writers view them differently? What does the ancient Near Eastern background to the biblical covenant contribute to our understanding?
3. Dt 6:4 used to be translated
“Hear, O Israel: The LORD [YHWH] our God, the LORD [YHWH] is one.”
Currently, we translate
“Hear, O Israel: The LORD [YHWH] is our God, the LORD [YHWH] alone.”
In all likelihood, the second translation is grammatically preferable. What is the interpretive difference between “one” and “alone”? Is it significant? How, if at all, does this verse relate to the First Commandment? How does this verse relate to Gen 1:26, 3:22, and 11:7? How does this verse relate to the variant non-MT variant in Dt 32:8-9 (as reproduced in HarperCollins)? Why is any of this important?
Be sure to provide a careful, well-written essay which gives ample biblical examples (proof texts) to support the point(s) you wish to make.
.
1. Search the internet and learn about the cases of nurses Julie.docxketurahhazelhurst
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital adminstrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
Scholarly article, APA format, and no grammar error
.
1. Search the internet and learn about the cases of nurses Julie Tha.docxketurahhazelhurst
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital adminstrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
use reference and scholarly nursing article.
.
1. Review the three articles about Inflation that are found below th.docxketurahhazelhurst
1. Review the three articles about Inflation that are found below this.
Globalization and Inflatio
n
Drivers of Inflation
Inflation
and Unemploymen
t
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources.
4.The replies are due by the deadline specified in the Course Schedule.
Please post (in APA format) your article citation.
.
1. Review the following request from a customerWe have a ne.docxketurahhazelhurst
1. Review the following request from a customer:
We have a need to replace the aging Signage Application. This application is housed in District 4 and serves the district as well as two other districts. We would like a new application that can be used statewide to track all information related to road signs.
The current system is old and doesn’t do most of what we need it to.
The current system has a whole bunch of reports, but no way for the user to update them by themselves without getting IT involved.
We also can’t create our own reports, on-demand, when we need to. Currently, data is entered into the application manually by Administrative Staff, but in the future, we would like to be able to take a picture of the road sign using a phone app, and have it automagically populate the database with geospatial location and other information. We thought about having a Smart Watch interface, but we don’t need that. Also, the current method does not have any way to manage the quality of the data that is entered, so there is a lot of garbage information there. There is no way to centrally manage security access, with the existing application. We want to get real time alerts when a sign gets knocked over in an accident and have a dashboard that shows where signs have been knocked over across the state. This is kind of important, but not super-critical. We need to store location information, types of signs, when a new sign is installed, who installed it, etc. We plan to provide the phone app to drivers in each district who will drive around, take pictures of the signs, and upload them to the database at the end of each day, or in realtime, if a data connection is available.
Back in Central Office, reviewers will review the sign information and validate it. A report will be printed every month with the results and a map. There are probably other things, but we can’t think of anything else right now.
2. List the main goal(s) of this request
3. Write all the user stories you see (include value statements and acceptance criteria, if possible)
4. Prioritize the user stories as
a. Critical
b. Important
c. Useful
d. Out of Scope
5. Are the user stories sufficiently detailed? If not, what steps would you take to split them/further define them?
6. What are the known Data Entities?
7. Is there an implied business process? Draw an activity diagram or a flow chart of it
8. Who are the actors/roles?
9. What questions would you ask of the stakeholders to get more information?
10. What technology should be used to implement the solution?
11. What would you do next as the assigned Business Analyst working on an Agile team?
.
1. Research risk assessment approaches.2. Create an outline .docxketurahhazelhurst
1. Research risk assessment approaches.
2. Create an outline for a basic qualitative risk assessment plan.
3. Write an introduction to the plan explaining its purpose and importance.
4. Define the scope and boundaries for the risk assessment.
5. Identify data center assets and activities to be assessed.
6. Identify relevant threats and vulnerabilities. Include those listed in the scenario and add to the list if needed.
7. Identify relevant types of controls to be assessed.
8. Identify the key roles and responsibilities of individuals and departments within the organization as they pertain to risk assessments.
9. Develop a proposed schedule for the risk assessment process.
10. Complete the draft risk assessment plan detailing the information above. Risk assessment plans often include tables, but you choose the best format to present the material. Format the bulk of the plan similar to a professional business report and cite any sources you used.
.
1. Research has narrowed the thousands of leadership behaviors into .docxketurahhazelhurst
1. Research has narrowed the thousands of leadership behaviors into two primary dimensions. Please list and discuss these two behaviors.
2. Distinguish between charismatic, transformational, and authentic leadership. Could an individual display all three types of leadership?
.
1. Research Topic Super Computer Data MiningThe aim of this.docxketurahhazelhurst
1. Research Topic: Super Computer Data Mining
The aim of this project is to produce a super-computing data mining resource for use by the UK academic community which utilizes a number of advanced machine learning and statistical algorithms for large datasets. In particular, a number of evolutionary computing-based algorithms and the ensemble machine approach will be used to exploit the large-scale parallelism possible in super-computing. This purpose is embodied in the following objectives:
1. to develop a massively parallel approach for commonly used statistical and machine learning techniques for exploratory data analysis
1. to develop a massively parallel approach to the use of evolutionary computing techniques for feature creation and selection
1. to develop a massively parallel approach to the use of evolutionary computing techniques for data modelling
1. to develop a massively parallel approach to the use of ensemble machines for data modelling consisting of many well-known machine learning algorithms;
1. to develop an appropriate super-computing infra-structure to support the use of such advanced machine learning techniques with large datasets.
Research Needs:
Problem definition – In the first phase problem definition is listed i.e. business aims and objectives are determined taking into consideration certain factors like the current background and future prospective.
Data exploration – Required data is collected and explored using various statistical methods along with identification of underlying problems.
Data preparation – The data is prepared for modeling by cleansing and formatting the raw data in the desired way. The meaning of data is not changed while preparing.
Modeling – In this phase the data model is created by applying certain mathematical functions and modeling techniques. After the model is created it goes through validation and verification.
Evaluation – After the model is created, it is evaluated by a team of experts to check whether it satisfies business objectives or not.
Deployment – After evaluation, the model is deployed and further plans are made for its maintenance. A properly organized report is prepared with the summary of the work done.
Research paper Policy
· APA format
. https://apastyle.apa.org/
. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
· Min number of pages are 15 pages
· Must have
. Contents with page numbers
. Abstract
. Introduction
. The problem
4. Are there any sub-problems?
4. Is there any issue need to be present concerning the problem?
. The solutions
5. Steps of the solutions
. Compare the solution to other solution
. Any suggestion to improve the solution
. Conclusion
. References
· Missing one of the above will result -5/30 of the research paper
· Paper does not stick to the APA will result in 0 in the research paper
· Submission
. you have multiple submission to check you safe assignments
. The percentage accepted is 1%.
1. Research and then describe about The Coca-Cola Company primary bu.docxketurahhazelhurst
1. Research and then describe about The Coca-Cola Company primary business activities. Include: Minimum 7 Pages. Excluding reference page
2.
A. A brief historical summary,
B. A list of competitors,
C. The company's position within the industry,
D. Recent developments within the company/industry,
E. Future direction, and
F. Other items of significance to your corporation.
3. Include information from a variety of resources. For example:
A. Consult the Form 10-K filed with the SEC.
B. Review the Annual Report and especially the Letter to Shareholders
C. Explore the corporate website.
D. Select at least two significant news items from recent business periodicals
The report should be well written with cover page, introduction, the body of the paper (with appropriate subheadings), conclusion, and reference page.
.
1. Prepare a risk management plan for the project of finding a job a.docxketurahhazelhurst
1. Prepare a risk management plan for the project of finding a job after graduation.
and
2. Develop a reward system for motivating IPT members to do their jobs more conscientiously and to take on more responsibility.
[The assignment should be at least 400 words minimum and in APA format (including Times New Roman with font size 12 and double spaced), and attached as a WORD file.]
Plagiarism free
.
1. Please define the term social class. How is it usually measured .docxketurahhazelhurst
1. Please define the term social class. How is it usually measured? What are some ways that social class is affecting health outcomes for people who become ill with COVID-19?
2. What is the CARES Act? Has it been enough? What has happened to people's ability to pay their bills since it expired?
3. As things stand now, data is showing higher COVID-19 related mortality rates for African Americans. Given what you know from the textbook and from the attached articles, what are some explanations for the disparity?
4. What is environmental racism (injustice)? How does environmental racism put some populations at higher risk for severe medical complications than others? (Vice article)
https://www.theatlantic.com/ideas/archive/2020/07/600-week-buys-freedom-fear/613972/
https://www.vox.com/2020/4/10/21207520/coronavirus-deaths-economy-layoffs-inequality-covid-pandemic
https://www.vice.com/en_us/article/pke94n/cancer-alley-has-some-of-the-highest-coronavirus-death-rates-in-the-country
https://www.theguardian.com/us-news/2020/apr/12/coronavirus-us-deep-south-poverty-race-perfect-storm
.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Chapter 19Group Communication, Teamwork, and LeadershipTeamwor.docx
1. Chapter 19
Group Communication, Teamwork, and Leadership
Teamwork is the ability to work together toward a common
vision. The ability to direct individual accomplishments toward
organizational objectives. It is the fuel that allows common
people to attain uncommon results.
Andrew Carnegie
Never doubt that a small group of thoughtful committed people
can change the world. Indeed, it is the only thing that ever has.
Margaret Mead
Getting Started
As humans, we are social beings. We naturally form
relationships with others. In fact, relationships are often noted
as one of the most important aspects of a person’s life, and they
exist in many forms. Interpersonal communication occurs
between two people, but group communication may involve two
or more individuals. Groups are a primary context for
interaction within the business community. Groups may have
heroes, enemies, and sages alongside new members. Groups
overlap and may share common goals, but they may also engage
in conflict. Groups can be supportive or coercive and can exert
powerful influences over individuals.
Within a group, individuals may behave in distinct ways, use
unique or specialized terms, or display symbols that have
meaning to that group. Those same terms or symbols may be
confusing, meaningless, or even unacceptable to another group.
An individual may belong to both groups, adapting his or her
communication patterns to meet group normative expectations.
Groups are increasingly important across social media venues,
and there are many examples of successful business ventures on
the Web that value and promote group interaction.
2. Groups use words to exchange meaning, establish territory, and
identify who is a stranger versus who is a trusted member. Are
you familiar with the term “troll”? It is often used to identify
someone who is not a member of an online group or community;
does not share the values and beliefs of the group; and posts a
message in an online discussion board to initiate flame wars,
cause disruption, or otherwise challenge the group members.
Members often use words to respond to the challenge that are
not otherwise common in the discussions, and the less than
flattering descriptions of the troll are a rallying point.
Groups have existed throughout human history and continue to
follow familiar patterns across emerging venues as we adapt to
technology, computer-mediated interaction, suburban sprawl,
and modern life. We need groups, and groups need us. Our
relationship with groups warrants attention on this
interdependence as we come to know our communities, our
world, and ourselves.
19.1 What Is a Group?
LEARNING OBJECTIVES
1. Define groups and teams.
2. Discuss how primary and secondary groups meet our
interpersonal needs.
3. Discuss how groups tend to limit their own size and create
group norms.
Let’s get into a time machine and travel way, way back to join
early humans in prehistoric times. Their needs are like ours
today: they cannot exist or thrive without air, food, and water—
and a sense of belonging. How did they meet these needs?
Through cooperation and competition. If food scarcity was an
issue, who got more and who got less? This serves as our first
introduction to roles, status and power, and hierarchy within a
group. When food scarcity becomes an issue, who gets to keep
their spoon? In some Latin American cultures, having a job or
earning a living is referred to by the slang term cuchara, which
3. literally means “spoon” and figuratively implies food, safety,
and security.
Now let’s return to the present and enter a modern office.
Cubicles define territories and corner offices denote status. In
times of economic recession or slumping sales for the company,
there is a greater need for cooperation, and there is competition
for scarce resources. The loss of a “spoon”—or of one’s
cubicle—may now come in the form of a pink slip, but it is no
less devastating.
We form self-identities through our communication with others,
and much of that interaction occurs in a group context. A group
may be defined as three or more individuals who affiliate,
interact, or cooperate in a familial, social, or work
context. Group communication may be defined as the exchange
of information with those who are alike culturally,
linguistically, and/or geographically. Group members may be
known by their symbols, such as patches and insignia on a
military uniform. They may be known by their use of
specialized language or jargon; for example, someone in
information technology may use the term “server” in reference
to the Internet, whereas someone in the food service industry
may use “server” to refer to the worker who takes customer
orders in a restaurant. Group members may also be known by
their proximity, as in gated communities. Regardless of how the
group defines itself, and regardless of the extent to which its
borders are porous or permeable, a group recognizes itself as a
group. Humans naturally make groups a part of their context or
environment.
Types of Groups in the Workplace
As a skilled business communicator, learning more about
groups, group dynamics, management, and leadership will serve
you well. Mergers, forced sales, downsizing, and entering new
markets all call upon individuals within a business or
4. organization to become members of groups. In the second of the
Note 19.1 "Introductory Exercises" for this chapter, you were
asked to list the professional (i.e., work-related) groups you
interact with in order of frequency. What did your list include?
Perhaps you noted your immediate coworkers, your supervisor
and other leaders in your work situation, members of other
departments with whom you communicate, and the colleagues
who are also your personal friends during off-work times.
Groups may be defined by function. They can also be defined,
from a developmental viewpoint, by the relationships within
them. Groups can also be discussed in terms of their
relationship to the individual and the degree to which they meet
interpersonal needs.
Some groups may be assembled at work to solve problems, and
once the challenge has been resolved, they dissolve into
previous or yet to be determined groups. Functional groups like
this may be immediately familiar to you. You take a class in
sociology from a professor of sociology, who is a member of the
discipline of sociology. To be a member of a discipline is to be
a disciple, and adhere to a common framework to for viewing
the world. Disciplines involve a common set of theories that
explain the world around us, terms to explain those theories,
and have grown to reflect the advance of human knowledge.
Compared to your sociology instructor, your physics instructor
may see the world from a completely different perspective.
Still, both may be members of divisions or schools, dedicated to
teaching or research, and come together under the large group
heading we know as the university.
In business, we may have marketing experts who are members
of the marketing department, who perceive their tasks
differently from a member of the sales staff or someone in
accounting. You may work in the mailroom, and the mailroom
staff is a group in itself, both distinct from and interconnected
with the larger organization.
Relationships are part of any group, and can be described in
5. terms of status, power, control, as well as role, function, or
viewpoint. Within a family, for example, the ties that bind you
together may be common experiences, collaborative efforts, and
even pain and suffering. The birth process may forge a
relationship between mother and daughter, but it also may not.
An adoption may transform a family. Relationships are formed
through communication interaction across time, and often share
a common history, values, and beliefs about the world around
us.
In business, an idea may bring professionals together and they
may even refer to the new product or service as their “baby,”
speaking in reverent tones about a project they have taken from
the drawing board and “birthed” into the real world. As in
family communication, work groups or teams may have
challenges, rivalries, and even “birthing pains” as a product is
developed, adjusted, adapted, and transformed. Struggles are a
part of relationships, both in families and business, and form a
common history of shared challenged overcome through effort
and hard work.
Through conversations and a shared sense that you and your
coworkers belong together, you meet many of your basic human
needs, such as the need to feel included, the need for affection,
and the need for control.[1] In a work context, “affection” may
sound odd, but we all experience affection at work in the form
of friendly comments like “good morning,” “have a nice
weekend,” and “good job!” Our professional lives also fulfill
more than just our basic needs (i.e., air, food, and water, as well
as safety). While your work group may be gathered together
with common goals, such as to deliver the mail in a timely
fashion to the corresponding departments and individuals, your
daily interactions may well go beyond this functional
perspective.
In the same way, your family may provide a place for you at the
6. table and meet your basic needs, but they also may not meet
other needs. If you grow to understand yourself and your place
in a way that challenges group norms, you will be able to
choose which parts of your life to share and to withhold in
different groups, and to choose where to seek acceptance,
affection, and control.
Primary and Secondary Groups
There are fundamentally two types of groups that can be
observed in many contexts, from church to school, family to
work. These two types are primary and secondary groups. The
hierarchy denotes the degree to which the group(s) meet your
interpersonal needs. Primary groups meet most, if not all, of
one’s needs. Groups that meet some, but not all, needs are
calledsecondary groups. Secondary groups often include work
groups, where the goal is to complete a task or solve a problem.
If you are a member of the sales department, your purpose is to
sell.
In terms of problem solving, work groups can accomplish more
than individuals can. People, each of whom have specialized
skills, talents, experience, or education come together in new
combinations with new challenges, find new perspectives to
create unique approaches that they themselves would not have
formulated alone.
Secondary groups may meet your need for professional
acceptance and celebrate your success, but they may not meet
your need for understanding and sharing on a personal level.
Family members may understand you in ways that your
coworkers cannot, and vice versa.
If Two’s Company and Three’s a Crowd, What Is a Group?
This old cliché refers to the human tendency to form pairs.
Pairing is the most basic form of relationship formation; it
applies to childhood best friends, college roommates, romantic
7. couples, business partners, and many other dyads (two-person
relationships). A group, by definition, includes at least three
people. We can categorize groups in terms of their size and
complexity.
When we discuss demographic groups as part of a market study,
we may focus on large numbers of individuals that share
common characteristics. If you are the producer of an
ecologically innovative car such as the Smart ForTwo, and
know your customers have an average of four members in their
family, you may discuss developing a new model with
additional seats. While the target audience is a group, car
customers don’t relate to each other as a unified whole. Even if
they form car clubs and have regional gatherings, a newsletter,
and competitions at their local racetracks each year, they still
subdivide the overall community of car owners into smaller
groups.
The larger the group grows, the more likely it is to subdivide.
Analysis of these smaller, or microgroups, is increasingly a
point of study as the Internet allows individuals to join people
of similar mind or habit to share virtually anything across time
and distance. A microgroup is a small, independent group that
has a link, affiliation, or association with a larger group. With
each additional group member the number of possible
interactions increases.[2],[3]
Small groups normally contain between three and eight people.
One person may involve intrapersonal communication, while
two may constitute interpersonal communication, and both may
be present within a group communication context. You may
think to yourself before making a speech or writing your next
post, and you may turn to your neighbor or coworker and have a
side conversation, but a group relationship normally involves
three to eight people, and the potential for distraction is great.
In Table 19.1 "Possible Interaction in Groups", you can quickly
8. see how the number of possible interactions grows according to
how many people are in the group. At some point, we all find
the possible and actual interactions overwhelming and subdivide
into smaller groups. For example, you may have hundreds of
friends on MySpace or Facebook, but how many of them do you
regularly communicate with? You may be tempted to provide a
number greater than eight, but if you exclude the “all to one”
messages, such as a general tweet to everyone (but no one
person in particular), you’ll find the group norms will appear.
Table 19.1 Possible Interaction in Groups
Number of Group Members
2
3
4
5
6
7
8
Number of Possible Interactions
2
9
28
75
186
441
1,056
Group norms are customs, standards, and behavioral
expectations that emerge as a group forms. If you post an
update every day on your Facebook page and your friends stop
by to post on your wall and comment, not posting for a week
will violate a group norm. They will wonder if you are sick or
in the hospital where you have no access to a computer to keep
them updated. If, however, you only post once a week, the
group will come to naturally expect your customary post. Norms
involve expectations that are self and group imposed and that
9. often arise as groups form and develop.
If there are more than eight members, it becomes a challenge to
have equal participation, where everyone has a chance to speak,
listen, and respond. Some will dominate, others will recede, and
smaller groups will form. Finding a natural balance within a
group can also be a challenge. Small groups need to have
enough members to generate a rich and stimulating exchange of
ideas, information, and interaction, but not so many people that
what each brings cannot be shared.[4]
[1] Schutz, W. (1966). The interpersonal underworld. Palo Alto,
CA: Science and Behavior Books.
[2] Harris, T., & Sherblom, J. (1999). Small group and team
communication. Boston, MA: Allyn & Bacon.
[3] McLean, S. (2003). The basics of speech communication.
Boston, MA: Allyn & Bacon.
[4] Galanes, G., Adams, K., & Brilhart, J.
(2000). Communication in groups: Applications and skills (4th
ed.). Boston, MA: McGraw-Hill.
19.2 Group Life Cycles and Member Roles
LEARNING OBJECTIVES
1. Identify the typical stages in the life cycle of a group.
2. Describe different types of group members and group member
roles.
Groups are dynamic systems in constant change. Groups grow
together and eventually come apart. People join groups and
others leave. This dynamic changes and transforms the very
nature of the group. Group socialization involves how the group
members interact with one another and form relationships. Just
as you were once born and changed your family, they changed
you. You came to know a language and culture, a value system,
and set of beliefs that influence you to this day. You came to be
socialized, to experience the process of learning to associate,
communicate, or interact within a group. A group you belong to
10. this year—perhaps a soccer team or the cast of a play—may not
be part of your life next year. And those who are in leadership
positions may ascend or descend the leadership hierarchy as the
needs of the group, and other circumstances, change over time.
Group Life Cycle Patterns
Your life cycle is characterized with several steps, and while it
doesn’t follow a prescribed path, there are universal stages we
can all recognize. You were born. You didn’t choose your birth,
your parents, your language, or your culture, but you came to
know them through communication. You came to know
yourself, learned skills, discovered talents, and met other
people. You learned, worked, lived, and loved, and as you aged,
minor injuries took longer to heal. You competed in ever-
increasing age groups in your favorite sport, and while your
time for each performance may have increased as you aged,
your experience allowed you to excel in other ways. Where you
were once a novice, you have now learned something to share.
You lived to see some of your friends pass before you, and the
moment will arrive when you too must confront death.
In the same way, groups experience similar steps and stages and
take on many of the characteristics we associate with
life.[1] They grow, overcome illness and dysfunction, and
transform across time. No group, just as no individual, lives
forever.
Your first day on the job may be comparable to the first day you
went to school. At home, you may have learned some of the
basics, like how to write with a pencil, but knowledge of that
skill and its application are two different things. In school,
people spoke and acted in different ways than at home.
Gradually, you came to understand the meaning of recess, the
importance of raising your hand to get the teacher’s attention,
and how to follow other school rules. At work, you may have
had academic training for your profession, but the knowledge
11. you learned in school only serves as your foundation—much as
your socialization at home served to guide you at school. On the
job they use jargon terms, have schedules that may include
coffee breaks (recess), have a supervisor (teacher), and have
rules, explicit and understood. On the first day, everything was
new, even if many of the elements were familiar.
In order to better understand group development and its life
cycle, many researchers have described the universal stages and
phases of groups. While there are modern interpretations of
these stages, most draw from the model proposed by Bruce
Tuckman.[2] This model, shown in Table 19.2 "Tuckman’s
Linear Model of Group Development"[3], specifies the usual
order of the phases of group development, and allows us to
predict several stages we can anticipate as we join a new group.
Table 19.2 Tuckman’s Linear Model of Group Development
Stages
Activities
Forming
Members come together, learn about each other, and determine
the purpose of the group.
Storming
Members engage in more direct communication and get to know
each other. Conflicts between group members will often arise
during this stage.
Norming
Members establish spoken or unspoken rules about how they
communicate and work. Status, rank, and roles in the group are
established.
Performing
Members fulfill their purpose and reach their goal.
Adjourning
Members leave the group.
Tuckman begins with the forming stage as the initiation of
12. group formation. This stage is also called the orientation stage
because individual group members come to know each other.
Group members who are new to each other and can’t predict
each other’s behavior can be expected to experience the stress
of uncertainty. Uncertainty theory states that we choose to know
more about others with whom we have interactions in order to
reduce or resolve the anxiety associated with the
unknown.[4],[5],[6] The more we know about others and
become accustomed to how they communicate, the better we can
predict how they will interact with us in future contexts. If you
learn that Monday mornings are never a good time for your
supervisor, you quickly learn to schedule meetings later in the
week. Individuals are initially tentative and display caution as
they begin to learn about the group and its members.
If you don’t know someone very well, it is easy to offend. Each
group member brings to the group a set of experiences,
combined with education and a self-concept. You won’t be able
to read this information on a nametag, but instead you will only
come to know it through time and interaction. Since the
possibility of overlapping and competing viewpoints and
perspectives exists, the group will experience a storming stage,
a time of struggles as the members themselves sort out their
differences. There may be more than one way to solve the
problem or task at hand, and some group members may prefer
one strategy over another. Some members of the group may be
more senior to the organization than you, and members may
treat them differently. Some group members may be as new as
you are and just as uncertain about everyone’s talents, skills,
roles, and self-perceptions. The wise business communicator
will anticipate the storming stage and help facilitate
opportunities for the members to resolve uncertainty before the
work commences. There may be challenges for leadership, and
conflicting viewpoints. The sociology professor sees the world
differently than the physics professor. The sales agent sees
13. things differently than someone from accounting. A manager
who understands and anticipates this normal challenge in the
group’s life cycle can help the group become more productive.
A clear definition of the purpose and mission of the group can
help the members focus their energies. Interaction prior to the
first meeting can help reduce uncertainty. Coffee and calories
can help bring a group together. Providing the group with what
they need and opportunities to know each other prior to their
task can increase efficiency.
Groups that make a successful transition from the storming
stage will next experience the norming stage, where the group
establishes norms, or informal rules, for behavior and
interaction. Who speaks first? Who takes notes? Who is
creative, who is visual, and who is detail-oriented? Sometimes
our job titles and functions speak for themselves, but human
beings are complex. We are not simply a list of job functions,
and in the dynamic marketplace of today’s business
environment you will often find that people have talents and
skills well beyond their “official” role or task. Drawing on
these strengths can make the group more effective.
The norming stage is marked by less division and more
collaboration. The level of anxiety associated with interaction is
generally reduced, making for a more positive work climate that
promotes listening. When people feel less threatened and their
needs are met, they are more likely to focus their complete
attention on the purpose of the group. If they are still concerned
with who does what, and whether they will speak in error, the
interaction framework will stay in the storming stage. Tensions
are reduced when the normative expectations are known, and the
degree to which a manager can describe these at the outset can
reduce the amount of time the group remains in uncertainty.
Group members generally express more satisfaction with clear
expectations and are more inclined to participate.
14. Ultimately, the purpose of a work group is performance, and the
preceding stages lead us to the performing stage, in which the
group accomplishes its mandate, fulfills its purpose, and
reaches its goals. To facilitate performance, group members
can’t skip the initiation of getting to know each other or the
sorting out of roles and norms, but they can try to focus on
performance with clear expectations from the moment the group
is formed. Productivity is often how we measure success in
business and industry, and the group has to produce. Outcome
assessments may have been built into the system from the
beginning to serve as a benchmark for success. Wise managers
know how to celebrate success, as it brings more success, social
cohesion, group participation, and a sense of job satisfaction.
Incremental gains toward a benchmark may also be cause for
celebration and support, and failure to reach a goal should be
regarded as an opportunity for clarification.
It is generally wiser to focus on the performance of the group
rather than individual contributions. Managers and group
members will want to offer assistance to underperformers as
well as congratulate members for their contributions. If the goal
is to create a community where competition pushes each
member to perform, individual highlights may serve your needs,
but if you want a group to solve a problem or address a
challenge as a group, you have to promote group cohesion.
Members need to feel a sense of belonging, and praise (or the
lack thereof) can be a sword with two edges: one stimulates and
motivates while the other demoralizes and divides.
Groups should be designed to produce and perform in ways and
at levels that individuals cannot, or else you should consider
compartmentalizing the tasks. The performing stage is where
the productivity occurs, and it is necessary to make sure the
group has what it needs to perform. Missing pieces, parts, or
information can stall the group, and reset the cycle to storming
all over again. Loss of performance is inefficiency, which
15. carries a cost. Managers will be measured by the group’s
productivity and performance. Make sure the performing stage
is one that is productive and healthy for its members.
Imagine that you are the manager of a group that has produced
an award-winning design for an ecologically innovative four-
seat car. Their success is your success. Their celebrations are
yours even if the success is not focused on you. A manager
manages the process while group members perform. If you were
a member of the group that helped design the belt line, you
made a fundamental contribution to the style of the car.
Individual consumers may never consider the line from the front
fender, across the doors, to the rear taillight as they make a
purchase decision, but they will recognize beauty. You will
know that you could not have achieved that fundamental part of
car design without help from the engineers in the group, and if
the number-crunching accountants had not seen the efficiency of
the production process that produced it, it may never have
survived the transition from prototype to production. The group
came together and accomplished its goals with amazing results.
Now, as typically happens, all groups will eventually have to
move on to new assignments. In the adjourning stage, members
leave the group. The group may cease to exist or it may be
transformed with new members and a new set of goals. Your
contributions in the past may have caught the attention of the
management, and you may be assigned to redesign the flagship
vehicle, the halo car of your marque or brand. It’s quite a
professional honor, and it’s yours because of your successful
work in a group. Others will be reassigned to tasks that require
their talents and skills, and you may or may not collaborate with
them in the future.
You may miss the interactions with the members, even the more
cantankerous ones, and will experience both relief and a sense
of loss. Like life, the group process is normal, and mixed
16. emotions are to be expected. A wise manager anticipates this
stage and facilitates the separation with skill and ease. We often
close this process with a ritual marking its passing, though the
ritual may be as formal as an award or as informal as a “thank
you” or a verbal acknowledgement of a job well done over
coffee and calories.
On a more sober note, it is important not to forget that groups
can reach the adjourning stage without having achieved success.
Some businesses go bankrupt, some departments are closed, and
some individuals lose their positions after a group fails to
perform. Adjournment can come suddenly and unexpectedly, or
gradually and piece by piece. Either way, a skilled business
communicator will be prepared and recognize it as part of the
classic group life cycle.
Life Cycle of Member Roles
Just as groups go through a life cycle when they form and
eventually adjourn, so the group members fulfill different roles
during this life cycle. These roles, proposed by Richard
Moreland and John Levine,[7] are summarized in Table 19.3
"Life Cycle of Member Roles".[8]
Table 19.3 Life Cycle of Member Roles
1. Potential Member
Curiosity and interest
2. New Member
Joined the group but still an outsider, and unknown
3. Full Member
Knows the “rules” and is looked to for leadership
4. Divergent Member
Focuses on differences
5. Marginal member
No longer involved
6. Ex-Member
No longer considered a member
17. Suppose you are about to graduate from school and you are in
the midst of an employment search. You’ve gathered extensive
information on a couple of local businesses and are aware that
they will be participating in the university job fair. You’ve
explored their Web sites, talked to people currently employed at
each company, and learned what you can from the public
information available. At this stage, you are considered
a potential member. You may have an electrical, chemical, or
mechanical engineering degree soon, but you are not a member
of an engineering team.
You show up at the job fair in professional attire and
completely prepared. The representatives of each company are
respectful, cordial, and give you contact information. One of
them even calls a member of the organization on the spot and
arranges an interview for you next week. You are excited at the
prospect and want to learn more. You are still a potential
member.
The interview goes well the following week. The day after the
meeting, you receive a call for a follow-up interview that leads
to a committee interview. A few weeks later, the company calls
you with a job offer. However, in the meantime, you have also
been interviewing with other potential employers, and you are
waiting to hear back from two of them. You are still a potential
member.
After careful consideration, you decide to take the job offer and
start the next week. The projects look interesting, you’ll be
gaining valuable experience, and the commute to work is
reasonable. Your first day on the job is positive, and they’ve
assigned you a mentor. The conversations are positive, but you
feel lost at times, as if they are speaking a language you can’t
quite grasp. As anew group member, your level of acceptance
will increase as you begin learning the groups’ rules, spoken
and unspoken.[9] You will gradually move from the potential
18. member role to the role of new group member as you learn to fit
into the group.
Over time and projects, you gradually increase your
responsibilities. You are no longer looked at as the new person,
and you can follow almost every conversation. You can’t quite
say, “I remember when” because your tenure hasn’t been that
long, but you are a known quantity and know your way around.
You are a full member of the group.Full members enjoy
knowing the rules and customs, and can even create new rules.
New group members look to full members for leadership and
guidance. Full group members can control the agenda and have
considerable influence on the agenda and activities.
Full members of a group, however, can and do come into
conflict. When you were a new member, you may have remained
silent when you felt you had something to say, but now you
state your case. There is more than one way to get the job done.
You may suggest new ways that emphasize efficiency over
existing methods. Coworkers who have been working in the
department for several years may be unwilling to adapt and
change, resulting in tension. Expressing different views can
cause conflict and may even interfere with communication.
When this type of tension arises, divergent group members pull
back, contribute less, and start to see themselves as separate
from the group. Divergent group members have less eye contact,
seek out each other’s opinion less frequently, and listen
defensively. In the beginning of the process, you felt a sense of
belonging, but now you don’t. Marginal group members start to
look outside the group for their interpersonal needs.
After several months of trying to cope with these adjustments,
you decide that you never really investigated the other two
companies; that your job search process was incomplete.
Perhaps you should take a second look at the options. You will
19. report to work on Monday, but will start the process of
becoming anex-member, one who no longer belongs. You may
experience a sense of relief upon making this decision, given
that you haven’t felt like you belonged to the group for a while.
When you line up your next job and submit your resignation,
you make it official.
This process has no set timetable. Some people overcome
differences and stay in the group for years; others get promoted
and leave the group only when they get transferred to regional
headquarters. As a skilled business communicator, you will
recognize the signs of divergence, just as you have anticipated
the storming stage, and do your best to facilitate success.
Positive and Negative Member Roles
If someone in your group always makes everyone laugh, that
can be a distinct asset when the news is less than positive. At
times when you have to get work done, however, the class
clown may become a distraction. Notions of positive and
negative will often depend on the context when discussing
groups. Table 19.4 "Positive Roles"[10],[11] and Table 19.5
"Negative Roles"[12],[13] list both positive and negative roles
people sometimes play in a group setting.[14],[15]
Table 19.4 Positive Roles
Initiator-Coordinator
Suggests new ideas or new ways of looking at the problem
Elaborator
Builds on ideas and provides examples
Coordinator
Brings ideas, information, and suggestions together
Evaluator-Critic
Evaluates ideas and provides constructive criticism
Recorder
Records ideas, examples, suggestions, and critiques
20. Table 19.5 Negative Roles
Dominator
Dominates discussion, not allowing others to take their turn
Recognition Seeker
Relates discussion to their accomplishments; seeks attention
Special-Interest Pleader
Relates discussion to special interest or personal agenda
Blocker
Blocks attempts at consensus consistently
Joker or Clown
Seeks attention through humor and distracts group members
Now that we’ve examined a classical view of positive and
negative group member roles, let’s examine another perspective.
While some personality traits and behaviors may negatively
influence groups, some are positive or negative depending on
the context.
Just as the class clown can have a positive effect in lifting
spirits or a negative effect in distracting members, a dominator
may be exactly what is needed for quick action. An emergency
physician doesn’t have time to ask all the group members in the
emergency unit how they feel about a course of action; instead,
a self-directed approach based on training and experience may
be necessary. In contrast, the pastor of a church may have ample
opportunity to ask members of the congregation their opinions
about a change in the format of Sunday services; in this
situation, the role of coordinator or elaborator is more
appropriate than that of dominator.
The group is together because they have a purpose or goal, and
normally they are capable of more than any one individual
member could be on their own, so it would be inefficient to
hinder that progress. But a blocker, who cuts off collaboration,
does just that. If a group member interrupts another and
presents a viewpoint or information that suggests a different
21. course of action, the point may be well taken and serve the
collaborative process. But if that same group member repeatedly
engages in blocking behavior, then the behavior becomes a
problem. A skilled business communicator will learn to
recognize the difference, even when positive and negative aren’t
completely clear.
[1] Moreland, R., & Levine, J. (1982). Socialization in small
groups: Temporal changes in individual group relations. In L.
Berkowitz (Ed.), Advances in Experimental Social Psychology,
15, 153.
[2] Tuckman, B. (1965). Developmental sequence in small
groups. Psychological Bulletin, 63, 384–399.
[3] Tuckman, B. (1965). Developmental sequence in small
groups. Psychological Bulletin, 63, 384–399.
[4] Berger, C., & Calabrese, R. (1975). Some explorations in
initial interactions and beyond: Toward a developmental theory
of interpersonal communication. Human communication
Research, 1, 99–112.
[5] Berger, C. (1986). Response uncertain outcome values in
predicted relationships: Uncertainty reduction theory then and
now. Human Communication Research, 13, 34–38.
[6] Gudykunst, W. (1995). Anxiety/uncertainty management
theory. In R. W. Wiseman (Ed.), Intercultural communication
theory (pp. 8–58). Thousand Oaks, CA: Sage.
[7] Moreland, R., & Levine, J. (1982). Socialization in small
groups: Temporal changes in individual group relations. In L.
Berkowitz (Ed.), Advances in Experimental Social Psychology,
15, 153.
[8] Moreland, R., & Levine, J. (1982). Socialization in small
groups: Temporal changes in individual group relations. In L.
Berkowitz (Ed.), Advances in Experimental Social Psychology,
15, 153.
[9] Fisher, B. A. (1970). Decision emergence: Phases in group
decision making. Speech Monographs, 37, 56–66.
[10] Beene, K., & Sheats, P. (1948). Functional roles of group
22. members. Journal of Social Issues, 37, 41–49.
[11] McLean, S. (2005). The basics of interpersonal
communication. Boston, MA: Allyn & Bacon.
[12] Beene, K., & Sheats, P. (1948). Functional roles of group
members. Journal of Social Issues, 37, 41–49.
[13] McLean, S. (2005). The basics of interpersonal
communication. Boston, MA: Allyn & Bacon.
[14] Beene, K., & Sheats, P. (1948). Functional roles of group
members. Journal of Social Issues, 37, 41–49.
[15] McLean, S. (2005). The basics of interpersonal
communication. Boston, MA: Allyn & Bacon.
19.3 Group Problem Solving
LEARNING OBJECTIVE
1. Identify and describe how to implement seven steps for group
problem solving.
No matter who you are or where you live, problems are an
inevitable part of life. This is true for groups as well as for
individuals. Some groups—especially work teams—are formed
specifically to solve problems. Other groups encounter problems
for a wide variety of reasons. Within a family group, a problem
might be that a daughter or son wants to get married and the
parents do not approve of the marriage partner. In a work group,
a problem might be that some workers are putting in more effort
than others, yet achieving poorer results. Regardless of the
problem, having the resources of a group can be an advantage,
as different people can contribute different ideas for how to
reach a satisfactory solution.
Once a group encounters a problem, the questions that come up
range from “Where do we start?” to “How do we solve it?”
While there are many ways to approach a problem, the
American educational philosopher John Dewey’s reflective
thinking sequence has stood the test of time. This seven-step
process [1] has produced positive results and serves as a handy
organizational structure. If you are member of a group that
23. needs to solve a problem and don’t know where to start,
consider these seven simple steps in a format adapted from
Scott McLean:[2]
1. Define the problem
2. Analyze the problem
3. Establish criteria
4. Consider possible solutions
5. Decide on a solution
6. Implement the solution
7. Follow up on the solution
Let’s discuss each step in detail.
Define the Problem
If you don’t know what the problem is, how do you know you
can solve it? Defining the problem allows the group to set
boundaries of what the problem is and what it is not and to
begin to formalize a description or definition of the scope, size,
or extent of the challenge the group will address. A problem
that is too broadly defined can overwhelm the group. If the
problem is too narrowly defined, important information will be
missed or ignored.
In the following example, we have a Web-based company called
Favorites that needs to increase its customer base and ultimately
sales. A problem-solving group has been formed, and they start
by formulating a working definition of the problem.
Too broad: “Sales are off, our numbers are down, and we need
more customers.”
More precise: “Sales have been slipping incrementally for six of
the past nine months and are significantly lower than a
seasonally adjusted comparison to last year. Overall, this loss
represents a 4.5 percent reduction in sales from the same time
last year. However, when we break it down by product category,
sales of our nonedible products have seen a modest but steady
increase, while sales of edibles account for the drop off and we
24. need to halt the decline.”
Analyze the Problem
Now the group analyzes the problem, trying to gather
information and learn more. The problem is complex and
requires more than one area of expertise. Why do nonedible
products continue selling well? What is it about edibles that is
turning customers off? Let’s meet our problem solvers at
Favorites.
Kevin is responsible for customer resource management. He is
involved with the customer from the point of initial contact
through purchase and delivery. Most of the interface is
automated in the form of an online “basket model,” where
photographs and product descriptions are accompanied by “buy
it” buttons. He is available during normal working business
hours for live chat and voice chat if needed, and customers are
invited to request additional information. Most Favorites
customers do not access this service, but Kevin is kept quite
busy, as he also handles returns and complaints. Because Kevin
believes that superior service retains customers while attracting
new ones, he is always interested in better ways to serve the
customer. Looking at edibles and nonedibles, he will study the
cycle of customer service and see if there are any common
points—from the main Web page, through the catalog, to the
purchase process, and to returns—at which customers abandon
the sale. He has existing customer feedback loops with end-of-
sale surveys, but most customers decline to take the survey and
there is currently no incentive to participate.
Mariah is responsible for products and purchasing. She wants to
offer the best products at the lowest price, and to offer new
products that are unusual, rare, or exotic. She regularly adds
new products to the Favorites catalog and culls
underperformers. Right now she has the data on every product
and its sales history, but it is a challenge to represent it. She
25. will analyze current sales data and produce a report that
specifically identifies how each product—edible and
nonedible—is performing. She wants to highlight “winners” and
“losers” but also recognizes that today’s “losers” may be the hit
of tomorrow. It is hard to predict constantly changing tastes and
preferences, but that is part of her job. It’s not all science, and
it’s not all art. She has to have an eye for what will catch on
tomorrow while continuing to provide what is hot today.
Suri is responsible for data management at Favorites. She
gathers, analyzes, and presents information gathered from the
supply chain, sales, and marketing. She works with vendors to
make sure products are available when needed, makes sales
predictions based on past sales history, and assesses the
effectiveness of marketing campaigns.
The problem-solving group members already have certain
information on hand. They know that customer retention is one
contributing factor. Attracting new customers is a constant goal,
but they are aware of the well-known principle that it takes
more effort to attract new customers than to keep existing ones.
Thus, it is important to insure a quality customer service
experience for existing customers and encourage them to refer
friends. The group needs to determine how to promote this
favorable customer behavior.
Another contributing factor seems to be that customers often
abandon the shopping cart before completing a purchase,
especially when purchasing edibles. The group members need to
learn more about why this is happening.
Establish Criteria
Establishing the criteria for a solution is the next step. At this
point, information is coming in from diverse perspectives, and
each group member has contributed information from their
perspective, even though there may be several points of overlap.
26. Kevin: Customers who complete the postsale survey indicate
that they want to know (1) what is the estimated time of
delivery, (2) why a specific item was not in stock and when it
will be available, and (3) why their order sometimes arrives
with less than a complete order, with some items back-ordered,
without prior notification.
He notes that a very small percentage of customers complete the
postsale survey, and the results are far from scientific. He also
notes that it appears the interface is not capable of cross-
checking inventory to provide immediate information
concerning back orders, so that the customer “buys it” only to
learn several days later that it was not in stock. This seems to
be especially problematic for edible products, because people
may tend to order them for special occasions like birthdays and
anniversaries. But we don’t really know this for sure because of
the low participation in the postsale survey.
Mariah: There are four edible products that frequently sell out.
So far, we haven’t been able to boost the appeal of other edibles
so that people would order them as a second choice when these
sales leaders aren’t available. We also have several rare, exotic
products that are slow movers. They have potential, but
currently are underperformers.
Suri: We know from a zip code analysis that most of our
customers are from a few specific geographic areas associated
with above-average incomes. We have very few credit cards
declined, and the average sale is over $100. Shipping costs
represent on average 8 percent of the total sales cost. We do not
have sufficient information to produce a customer profile. There
is no specific point in the purchase process where basket
abandonment tends to happen; it happens fairly uniformly at all
steps.
Consider Possible
27. Solution
s to the Problem
The group has listened to each other and now starts to
brainstorm ways to address the challenges they have addressed
while focusing resources on those solutions that are more likely
to produce results.
Kevin: Is it possible for our programmers to create a cross-
index feature, linking the product desired with a report of how
many are in stock? I’d like the customer to know right away
whether it is in stock, or how long they may have to wait. As
another idea, is it possible to add incentives to the purchase
cycle that won’t negatively impact our overall profit? I’m
thinking a small volume discount on multiple items, or perhaps
free shipping over a specific dollar amount.
Mariah: I recommend we hold a focus group where customers
can sample our edible products and tell us what they like best
and why. When the best sellers are sold out, could we offer a
discount on related products to provide an instant alternative?
We might also cull the underperforming products with a
liquidation sale to generate interest.
28. Suri: If we want to know more about our customers, we need to
give them an incentive to complete the postsale survey. How
about a 5 percent off coupon code for the next purchase to get
them to return and to help us better identify our customer base?
We may also want to build in a customer referral rewards
program, but it all takes better data in to get results out. We
should also explore the supply side of the business by getting a
more reliable supply of the leading products and trying to get
discounts that are more advantageous from our suppliers,
especially in the edible category.
Decide on a