IM Part4 - Ch02 - Lecture Notes

8/12/2019 IM Part4 - Ch02 - Lecture Notes

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Chapter 2 Lecture Notes and Teaching Suggestions

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Chapter 2 LECTURE NOTES AND TEACHING SUGGESTIONS

Professionalism: Team, Meeting, Listening, Nonverbal,and Etiquette Skills

CHAPTER SYNOPSIS

This chapter emphasizes the importance of soft skills and why they are becoming increasingly

important in our knowledge-based economy. Soft skills include oral and written communications,listening proficiency, nonverbal communication, the ability to work in teams, and etiquette

expertise. y developing soft skills, students will increase their ability to succeed in today!s

competitive work environment. "ith the increased use of teams in the workplace, it!s particularly

important for students to understand the roles of team members and how to contribute to theproductivity of the team. This chapter also describes effective practices for planning and

participating in virtual meetings. To familiarize students with technologies used to connectemployees around the globe, chapter # also describes the tools used to connect virtual teams,

including voice conferencing, videoconferencing, "eb conferencing, instant messaging, blogs, and

wikis.

ecause listening is usually the least developed areas of communication, the chapter describes

effective listening techniques and stresses that effective listening skills are essential for

workplace success. $inally, the chapter stresses the importance of paying attention to andinterpreting the meaning of what others are saying, both verbally and nonverbally, and gaining a

competitive edge by demonstrating professionalism and business etiquette skills.

LEARNING OBJECTIVES

%. &xplain the importance of professionalism, soft skills, and teamwork in today!s workplace.#. 'nderstand how you can contribute positively to team performance, including resolving

workplace conflicts, avoiding groupthink, and reaching group decisions.

(. )iscuss effective techniques for planning and participating in face-to-face workplacemeetings.

*. )escribe effective practices and technologies for planning and participating in virtual meetings.

+. &xplain and implement active listening techniques.

. 'nderstand how the functions and forms of nonverbal communication can help you advanceyour career.

. &nhance your competitive edge by developing professionalism and business etiquette skills.

#/%% 0engage 1earning. 2ll 3ights 3eserved. 4ay not be scanned, copied or duplicated, or posted to a publicly accessible

website, in whole or in part.


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B.E0ampe# o" E""ecti1e Team#

Teams are effective in solving workplace problems and developing new products.

C.irt$a Team#

De"inition3 Virtual teamsare groups of people who work interdependently with ashared purpose across space, time, and organization boundaries using technology.

D.o$r Pha#e# o" Team De1eopment

$orming;members get to know each other and establish rules for working

together

Storming;members define their roles and plans for achieving goals< conflict may

arise

=orming;tensions subside, roles are clarified, and information is exchanged

5erforming;team reaches a state of high performance

PowerPoint slide 5

Lets Discuss

Four e!"o#ees o$ % &esi'( $ir )%*e $ore& % te% to !"%( % (e+ ,usi(ess !rese(t%tio( to %!resti'ious c"ie(t- T)e e!"o#ees re!rese(t $our %re%s o$ t)e ,usi(ess. &esi'(/ !ro&uctio(/$i(%(ce/ %(& %r0eti('- T)e $i(%(ce %(%'er %(& %r0eti(' %(%'er )%*e % )e%te& &is%'reee(t%,out t)e o,1ecti*es o$ t)e !rese(t%tio( %(& t)e cost o$ t)e !ro!ose& %r0eti(' !"%(- Te(sio( isso )i') t)%t t)e te% "e%&er ste!s i( to )e"! %&&ress t)e co($"ict-

W)%t st%'e o$ te% &e*e"o!e(t is t)is te% e2!erie(ci('3

This team is demonstrating characteristics of a team in the stormingphase of development where conflictaout the team!s goals and memers! roles ma" erupt# $hen this occurs% a good team leader will step into set offer suggestions for getting the team ac& on trac& and progressing toward its goals#

ig$re 2.4 "hy Teams $ail> Typical 5roblems, Symptoms, and Solutions

E.Ana!5ing Po#iti1e an+ Negati1e Team Beha1ior

2 team player showing positive behavior>

"illingly establishes rules and abides by them

2nalyzes tasks and defines problems. ?ffers information and tries out their ideas on the group

1istens actively

7nvolves silent members

6elps resolve differences and encourages a supportive environment

2 team player showing negative behavior>

7nsults and criticizes others




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12' Part 4 Lecture Notes

"astes time by talking about irrelevant topics

)isrupts with inappropriate comments and disruptive tactics

"ithdraws and refuses to participate in discussions

PowerPoint slides 6-7

ig$re 2.2 5ositive and =egative Team ehaviors

.Si06Step Proce+$re "or Deaing 7ith Con"ict

%. 1isten.

#. 'nderstand the other!s point of view.

(. Show a concern for the relationship.

*. 1ook for common ground.+. 7nvent new problem-solving options.

. 3each an agreement based on what is fair.

PowerPoint slide 8

Lets DiscussHo+ s)ou"& % %(%'er %&&ress co($"ict t)%t is % resu"t o$ &i$$ere(ces i( cu"ture/ 'e(&er/ %'e/ ore2!erie(ce3

The more diverse the wor&place ecomes% the greater potential for conflict ased on differences#(anagers need to ecome more active listeners as opposed to )ust ar&ing out orders# *n addition to thestrategies listed in the chapter% active listeners should as& open+ended ,uestions such as% -T"% when .a&esuggested we send letters to all our customers aout the cell phone recall% what was "our reaction/0Then% the manager should let T" spea& without assuming she &nows his answer and without passing

)udgment# Steve duato% -s&ing ight uestions Can elp $ith Conflict%0 The Star-Ledger,pril 6%2778# etrieved (a" 22% 2778 from http9::www#gale#com:;usinessC:# 0omparing Trained and 'ntrained 1isteners

III. Impro1ing )or*pace Li#tening

A.Ten >e!# to B$i+ing Po7er"$ Li#tening S*i#

%. 0ontrol external and internal distractions.

#. ecome actively involved.(. Separate facts from opinions.

*. 7dentify important facts.

+. 2void interrupting.. 2sk clarifying questions.

. 5araphrase to increase understanding.C. 0apitalize on lag time.D. Take notes to ensure retention.

%/. e aware of gender differences.

PowerPoint slides .3-35

I?. Chec*i#t "or Impro1ing Li#tening %p. =2(

Stop talking.

"ork hard at listening.

lock out competing thoughts.

0ontrol the listening environment.

4aintain an open mind.

5araphrase the speaker!s ideas.

1isten between the lines.

)istinguish between facts and opinions.

0apitalize on lag time.

'se memory devices.

Take selective notes.

Lets Discuss

Accor&i(' to T)o%s Frie&%(/ %ut)or %(& $orei'( %$$%irs co"u(ist $or The New York Times,7Its (ot 1ust +)%t #ou )e%r ,# "iste(i(' t)%t is i!ort%(t- It is +)%t #ou say,# "iste(i(' t)%t isi!ort%(t- Its %%4i(' )o+ #ou c%( &i$$use % +)o"e roo$u" o$ %('r# !eo!"e ,# 1ust st%rti(' #our%(s+er to % 9uestio( +it) t)e !)r%se/ :Youre %0i(' % "e'iti%te !oi(t or :I )e%r +)%t #ou s%#%(& re%""# e%(i(' it-8

W)# &o t)ese !)r%ses re&uce ,%rriers to cou(ic%tio(3




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133

Never underestimate how much people )ust want to feel that the" have een heard# Ence "oudemonstrate "ou have listened to them and respect their opinions% arriers come down and the" ecomemore willing to continue a health" dialogue with "ou# Commencement address at $illiams College$illiamstown% (assachusetts% FS# etrieved .une 5% 2775% fromhttp9::www#humanit"#org:voices:commencements:speeches:inde>#php/pageGfriedmanHatHwilliamsuestio(s

4. Li#t #e1en rea#on# that e0pain 7h! organi5ation# are "orming gro$p# an+ team#.

%O;. 4(

?rganizations are forming groups and teams for I%J better decisions, I#J faster response, I(Jincreased productivity, I*J greater buy-in, I+J less resistance to change, IJ improved

employee morale, and IJ reduced risks for individuals.

2. )hat are 1irt$a team# an+ ho7 can mi#$n+er#tan+ing# among participant# ;e

re+$ce+/ %O;. 4(

Birtual teams are groups that work interdependently with a shared purpose across space,

time, and organizational boundaries using technology. 4isunderstandings can be reduced

by building credibility and trust in the beginning, establishing responsibilities, keeping

track of information, and being patient and positive in responding to e-mail messages.

&. Compare an+ contra#t po#iti1e an+ negati1e team ;eha1ior. %O;. 2(

5ositive team behavior includes setting rules and abiding by them, analyzing tasks and

defining problems, contributing information and ideas, showing interest by listening

actively, encouraging members to participate, and synthesizing points of agreement.=egative behavior involves blocking the ideas and suggestions of others, insulting and

criticizing others, wasting the group!s time, making inappropriate @okes and comments,

failing to stay on task, and failing to participate.

,. )hat i#groupthink, an+ ho7 can it ;e a1oi+e+/ %O;. 2(

8roupthink describes faulty decision making reached by teams who are overly eager to

agree. Teams suffering from groupthink fail to examine alternatives, are biased in

collecting and evaluating information, and ignore the risks of the preferred choice.

8roupthink can be avoided by choosing diverse team members, encouraging opendiscussion, searching for relevant information, and evaluating many alternatives.


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138

=. I" !o$ are con#i+ering organi5ing a meeting 7hat #ho$+ !o$ +o ;e"ore the meeting/

%O;. &(

Fou should IaJ decide whether a meeting is necessary, IbJ decide who needs to attend, IcJ

consider using a calendaring program to establish a schedule, and IdJ distribute advance

information including an agenda.

8. Li#t "i1e ;eha1ior# !o$ con#i+er mo#t important in participating acti1e! in 7or*pace

meeting#. %O;. &(

Students should select from among the following> I%J 2rrive early, I#J come prepared, I(J

bring a positive attitude, I*J contribute respectfully, I+J wait for others to finish, IJ keepyour voice calm and pleasant yet energetic, IJ give credit to others, ICJ put the cell phone

and laptop away, IDJ help summarize, I%/J express your views 7= the meeting and not

afterwards, and I%%J follow up on your assigned tasks.

:. Ho7 i# 1i+eocon"erencing +i""erent "rom )e; con"erencing/ %O;. ,(

Bideoconferencing combines video, audio, and communications networking technologiesfor real-time interaction. 7t is usually done in special videoconferencing rooms, some of

which are very expensive. "eb conferencing is similar to videoconferencing, but it is done

from individuals! computers and may not involve video transmission.

'. )hat techni@$e# can ma*e 1irt$a meeting# a# e""ecti1e a# "ace6to6"ace meeting#/

%O;. ,(

&ffective virtual meeting techniques include IaJ making sure all participants can use the

technology< IbJ establishing a uniform time, perhaps using 0oordinated 'niversal Time

I'T0J< IcJ distributing necessary materials in advance< IdJ explaining how questions maybe asked and answered< IeJ controlling background noise< IfJ avoiding multitasking during

the meeting< IgJ giving examples and using precise language< and IhJ using 9round the

table: to encourage each participant to speak.

4-. Accor+ing to e0pert# 7e ignore "orget +i#tort or mi#$n+er#tan+ 8< percent o"

e1er!thing 7e hear. )h! are 7e #$ch poor i#tener#/ %O;.


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136 Part 4 Lecture Notes

42. Li#t "i1e "$nction# o" non1er;a comm$nication. Pro1i+e an origina e0ampe o" each.

%O;. =(

I%J To complement and illustrate./ample'6olding your hands apart to show the size of

your netbook computer. I#J To reinforce and accentuate./ample'0lapping your hands to

show approval. I(J To replace and substitute./ample'Fawning and covering your mouthto show boredom. I*J To control and regulate./ample'1etting your voice drop at the end

of a statement signaling the completion of a thought. I+J To contradict. /ample'Stating

that you love your friend!s new fragrance but holding your nose.

4&. Li#t ten techni@$e# "or impro1ing non1er;a comm$nication #*i# in the 7or*pace.

Be prepare+ to +i#c$## each. %O;. =(

I%J &stablish and maintain eye contact, I#J use posture to show interest, I(J reduce or

eliminate physical barriers, I*J improve decoding skills, I+J probe for more information, IJ

avoid assigning nonverbal meanings out of context, IJ associate with people from diverse

cultures, ICJ appreciate the power of appearance, IDJ observe yourself on videotape, andI%/J enlist friends and family to provide feedback on your body language.

4,. Compare an+ contra#t e0ampe# o" pro"e##iona an+ $npro"e##iona ;eha1ior in

regar+ to 7or*pace #peech ha;it# an+ e6mai. %O;. 8(

'nprofessional speech habits include speaking in uptalk, using liketo fill in mindless

chatter, substituting"oforsaid, relying on slang, and letting profanity slip into your

conversation. 5rofessional speakers avoid anything that sounds uneducated, crude, or

adolescent. 'nprofessional e-mail behavior involves writing messages with incompletesentences, misspelled words, 74 slang, and senseless chatting. 5rofessional e-mail

messages are concise, correct, and concrete. They avoid sloppiness.

4 I%J use polite words, I#J express

sincere appreciation and praise, I(J be selective in sharing personal information, I*J don!t

put people down, I+J respect coworkers! space, IJ rise above others! rudeness, IJ beconsiderate when sharing space and equipment with others, ICJ choose the high road in

conflict, and IDJ disagree agreeably.

A(s+ers to Critic%" T)i(0i(' >uestio(s

4. Har1ar+ pro"e##or an+ team e0pert . Richar+ Hac*man caim# that re#earch

con#i#tent! #ho7# that team# $n+erper"orm +e#pite a their e0tra re#o$rce#.i

Ho7 7o$+ !o$ a# a critica thin*er re#pon+ to thi# #tatement/ %O;. 4(

2 critical thinker might question a general statement claiming that 9research shows:

something. 6ow many studies were involvedG "ho conducted the researchG "hat is the




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13@

writer!s definition of underper!ormG "hat is meant by etra resouresG Teams are

generally thought to produce better results than individuals. "hy would 9research: show

something contraryG 7f it is true that teams underperform, why do companies continue toform teams to investigate and recommend solutions to problemsG 2 critical thinker could

find much to dispute in this statement.

2. E1a$ate the "oo7ing #tatement3 Technica pro"icienc! ha# ne1er ;een eno$gh "or

pro"e##iona# to gro7 ;e!on+ the #ta"" e1e. Do !o$ agree or +i#agree an+ 7h!/

%O;. 4(

2lthough the author, )avid 4aturo, writing in *he Pennslania &PA 2ournal, is referringto @ob candidates in technical fields, the statement is also true for nearly all @ob candidates.

&mployers are looking for 9soft: skills that include communication, interpersonal, and

team skills. 7n the accounting and other technical fields, a staff position is only a foot in the

door. ?ne writer observed that in technical fields, state-of-the-art knowledge has the halflife of a gnatK I=. Lohnson, 9The 6ard Truth 2bout Soft Skills,: &omputerworld, 4arch

#/, %DDD, p. ((J. Technical skills in every field are short-lived because technology is

constantly evolving< new programs, new tools, and new competencies are required.

&. )h! +o e0ec$ti1e# an+ manager# #pen+ more time i#tening than +o 7or*er#/

%O;.


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a. 4a@ority would work, but consensus would be better.

b. 4a@ority

c. 2uthority rule with discussion

d. 0onsensus

e. 4a@ority

f. 4inority

g. 4a@ority would work, but consensus would be better.

h. 4inority

2., Re#o1ing )or*pace Con"ict#3 App! a Pan %O;. 2(

Students should apply the following six-step procedure> I%J 1isten to each person!sposition. I#J 'nderstand the other!s point of view. 2sk questions and paraphrase what

you hear. I(J Show a concern for the relationship. Show an understanding of the otherperson!s situation and needs. I*J 1ook for common ground. Strive to achieve a solution to

which both sides can agree. I+J 7nvent new problem-solving options, if necessary. IJ

3each an agreement based on what!s fair. &ncourage students to role-play two or more ofthe scenarios.

2.< Gro$pthin*3 a#te#t Deci#ion 9a! Not Be Be#t %O;. 2(

a. This group seemed too eager to make a quick decision. 7t failed to consider

alternatives, and the chair was too invested in his recommendation.

b. The following conditions can lead to groupthink> team members with similarbackgrounds, a lack of methodical procedures, a demand for a quick decision, and a

strong leader who favors a specific decision.

c. 8roups can avoid groupthink by striving for team diversity in age, gender,background, experience, and training. They should encourage open discussion, search

for relevant information, evaluate many alternatives, consider how a decision will be

implemented, and plan for contingencies in case the decision doesn!t work out.

2.= Le##on# in Team7or*3 )hat )e Can Learn rom Gee#e %O;#. 4 2(

a. 1esson> Teams working as a unit can accomplish more than individuals workingalone.

b. 1esson> Team members who recognize the effectiveness of team goals, procedures,

and assignments strive to stay 9in formation: because they realize that teamworkrequires less energy and has better results than flying solo.

c. 1esson> Shared leadership and interdependence give each team member a chance to

lead as well as an opportunity to rest. Team members should be prepared to lead

when necessary.




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d. 1esson> Team members can motivate leaders and fellow members with

encouragement. Teammates need to make sure their 9honking: is encouraging rather

than discouraging.e. 1esson> "e all may need help from time to time. "e should stand by our teammates

in difficult times.

2.8 E1a$ating 9eeting#3 E""ecti1e or Ine""ecti1e/ %O;. &(

Students may analyze the meeting by using the following template to conclude whetherthe meeting succeeded or failed.

Getting Rea+! "or the 9eeting

a. "as the meeting truly necessaryGb. "ere the right people there according to the purpose of the meetingG

c. "as an agenda distributedG

Con+$cting the 9eeting

a. )id the meeting start on timeG

b. )id the meeting chair open with an introduction of the topic, a summary of topics,

possible solutions, a tentative agenda, andPor a review of ground rulesG

c. )id the chair provide suggestions for moving the meeting alongGd. "as conflict dealt with successfullyG )id the chair keep control of the meetingG )id

committee members making their points without attacking each otherG

e. "as the decision made by consensus or by voteG "ere minority views encouragedand toleratedG

f. )id the meeting end on time or whenever consensus was reached, according to the

ground rules agreed onG

En+ing the 9eeting an+ oo7ing Up

a. "ere decisions reviewed, action items discussed, andPor schedule for completion

establishedGb. "ere committee members reminded to follow through on action itemsG

2.: irt$a 9eeting#3 Impro1ing Di#tance 9eeting B$!6In %O;. ,(

a. Setting a more reasonable start time for the Seattle office would have shown courtesy

to the "est 0oast participants.

b. 2sking participants to log on early helps to avoid delays in starting a virtual meeting.c. 3eminding participants of ground rules such as turning off or muting cell phones and

not checking e-mail during a virtual meeting encourages people to focus and be more

involved.d. 'sing interactivity helps prevent group members from losing interest. 2 technique

such as 9round the table: would have elicited more active participation and

discouraged multitasking on the other end.




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e. )istributing materials prior to a virtual meeting allows participants to prepare

questions and be more involved during the session.

2.' )e; Con"erencing3 Ta*e a $ic* To$r

This engaging video makes "eb conferencing sound simple and easy.Step %. Schedule a meeting by using ?utlook, the "eb&x site, or 74.

Step #. 4eet your participants online. They do not need to have "eb&x to @oin. They

merely click a link in your announcement e-mail or 74. They can @oin theteleconference by computer or phone.

Step (. Show and tell involves sharing your desktop with participants. Fou can show

documents, presentations, or applications. &veryone sees the same thing at thesame time.

Students may question whether "eb&x is the best choice for small conferences. 5erhapsother programs should be investigated such as Skype.

2.4- Rating o$r Li#tening S*i# %O;.


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To complement and illustrate

To reinforce and accentuate

To replace and substitute

To control and regulate

To contradict

2.4, Non1er;a Comm$nication3 Ho7 to Be 9ore In"$entia %O;. =(

2t meetings you should sit at the end of the table if possible. 7f that is not possible, sit

where you can make eye contact with the ma@ority of the group. 4ake frequent eye

contact with those at the meeting. 5rovide positive feedback to speakers through eyecontact, nodding, and asking clarifying questions. 7n interacting with colleagues, you can

make a good impression and become more influential with nonverbal signals such as eye

contact< warm facial expressions< erect posture< being on time< maintaining a neat,functional work area< and being well-groomed, neat, and appropriately dressed.

2.4< Non1er;a Comm$nication3 Bo+! Lang$age %O;. =(

The following body movements do not necessarily mean the same thing when used by

different individuals. 3emember that to a certain degree nonverbal communication can be

culture or subculture specific, and context always plays a ma@or role when you interpretthis type of communication. Students may have other interpretations, but these body

movements can be construed to mean the following>

a. "histling, wringing hands> nervousness or fear

b. owed posture, twiddling thumbs> boredom

c. Steepled hands, sprawling sitting position> contemplative or relaxed

d. 3ubbing hand through hair> frustration or nervousnesse. ?pen hands, unbuttoned coat> relaxed

f. "ringing hands, tugging ears> upset or nervous

2.4= Non1er;a Comm$nication3 Uni1er#a Sign "or I Goo"e+ %O;. =(

This is a good exercise for teams. Suggest that team members take turns demonstratingeach of the nonverbal messages described here. They should then discuss how effective

each would be. ?f course, some would be quite dangerous if they require taking your

hands off the steering wheel. e sure to discuss with students the difficulty of culturalimplications. 2lthough a gesture might be effective in one country, it might not work in

another.

2.48 er;a 1#. Non1er;a Signa# %O;. =(

2lthough this is a neat trick, it hardly proves that nonverbal signals are 21"2FS more

meaningful than verbal signals. The truth is that nonverbal signals nearly always dependon context. That is, the situation, setting, and accompanying verbal signals are necessary

to interpret nonverbal signals appropriately. 4uch nonverbal communication is




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145

ambiguous without verbal explanation to explain and interpret it. ?ne conclusion that

might be drawn from this demonstration is that visual aids Igestures demonstrating an

actionJ can help or hinder a listener in following instructions.

2.4: Non1er;a Comm$nication3 Signa# Sent ;! B$#ine## Ca#$a Dre## %O;. =(

This activity can be expanded into a research paper topic. 2 variation on this activityrelies on student experiences. 7nstead of conducting interviews in the community, they

can conduct a forum among students who work, asking them to comment on casual-dress

policies in the @obs they have had. 2ctivity .+ in 0hapter also relates to casual dress.

2.4' Bo+! Art3 A B$tter"! on Her Nec* %O;. =(

2cceptance of tattoos depends on many factors such as the office environment, the

company, the geographic area, one!s position within the company, the expectations of thecompany!s management team, and the company!s clientele. 6owever, a career-conscious,

ambitious person would probably advise a friend not to display the tattoo. 0olleen 2brie,

an image consultant, gave this advice> 97f 7 worked in an administrative office and 7 got a

tattoo and 7 was proud of it, 7 would go to the most senior person 7 could find and simplyask, Q7s it okay if 7 let it showG! 7 would go to my direct supervisor and find out if it!s

appropriate.: M4c0arty, 4. I#//, LanuaryP$ebruaryJ. Tattoos> =ot @ust for sailorsanymore. !!iePro#p. #.N

2.2- Non1er;a Comm$nication3 De"iningBusiness asual %O;. =(

Team reports defining 9business casual: will probably include some of the following

information> "omen should wear skirts, slacks, blouses, and @ackets. Skirts should be no

shorter than # inches above the knee. 6osiery should be worn in the fall and winter. =o

sandals or open-toed shoes, @eans, shorts, or hats. 4en may wear khakis, dress slacks,polo shirts, button-down shirts, and @ackets and ties IoptionalJ. "omen should avoid

leggings, spandex pants, casual and short shorts, ultrashort skirts, camisoles, sportswear

T-shirts, @eans, sweats, athletic shoes, and thonglike flip-flop sandals. 4en should avoidgarish print sport shirts, sportswear T-shirts, sport team @ackets, @eans, sweats, athletic

9tube: socks, hiking boots, athletic shoes, and sandals. 2ctivity .% in 0hapter also

relates to casual dress codes.

2.24 Non1er;a Comm$nication Aro$n+ the )or+ %O;. =(

Students should be able to find a number of gestures and their meanings discussed at

various "eb sites. 6ere is one example> 9The fingertip kiss, in which the tips of thethumb and fingers are kissed and quickly moved forward away from the face, is a sign of

affection and may be used as a greeting in Sicily and 5ortugal. The fingertip kiss is not

used often in 7taly and the ritish 7sles, but it is common in $rance, 8ermany, 8reece,and Spain to signify praise: IL. S. 4artin and 1. 6. 0haney, Glo%al usiness /ti+uette,

5raeger, #//, p. +(J.

2.22 G$i+e to B$#ine## Eti@$ette an+ )or*pace 9anner#3 Sharpening o$r S*i#

%O;. 8(

Students are encouraged to take the pretest and study the % business etiquette topics

presented at the student "eb site at 777.meg$""e!.com. 7nstructors will find a complete




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14' Part 4 Lecture Notes

discussion guide titled 9"orkplace &tiquette Teaching 4odule: plus three posttests

under *eahin" )odulesin the instructor!s materials at 777.meg$""e!.comTo see the

% student exercises, go to the student site and click 9usiness &tiquette 8uide.:

2.2& B$#ine## Eti@$ette3 9in+ o$r 9anner# or 9in+ o$r Bac*Berr!/ %O;. 8(

IaJ Short policy statement>

7n using a smartphone or other wireless device, be professional. 3espect others.

IbJ 4ore complete policy>

Turn your smartphone off or on vibrate. Aeep it off the meeting table.

)on!t look at it during a meeting or conversation.

)on!t respond to a call, e-mail, or text during a meeting or conversation.

7f you are expecting an important call, let the person or meeting facilitator know

in advance.

1eave the room if you must take a call or respond to an e-mail.

Shut the door quietly when you exit and enter the room.

2pologize if you do interrupt the meeting.

'se your e-mail 9out of office: assistant and change your voice message to let

people know you are not available.

5ost a sign if the organization has a 9no cell phone: area or zone.

Mased on 6arr, 4. In.d.J. Smart phone etiquette;6ow smart are youG 3etrieved

Lune #+, #//D, from http>PPezinearticles.comN

?OO@ING IN P%rt .Fe&E2 O$$ice

Critica Thin*ing

4. In 7hat 7a!# +o empo!ee 7or* team# ;ene"it organi5ation#/

&mployee work teams benefit organizations by bringing together people with different skill

sets to solve problems. Teams may be able to respond faster and make better decisions thanindividuals. Team members, who may be closer to customers than managers, often bring

practical, customer-oriented suggestions for improving productivity. )ecisions that are

arrived at by teams usually bring greater buy-in than those made by individuals.?rganizations also benefit from improved employee morale when teams collaborate to solve

problems and boost productivity.

2. Compare an+ contra#t #t$+ent an+ corporate 7or* team#. In 7hat 7a!# are the!

#imiar an+ +i""erent/

Student and corporate work teams are similar in that both are formed with a purpose. oth

usually have members with various skills, and both must learn to work together to achieve

their purpose. oth require team members to cooperate and perform in their assigned roles.




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?ne ma@or difference is that team members in the workplace are less likely to be tolerated if

they fail to perform or if they behave negatively.

&. Ho7 co$+ !o$ ma*e a po#iti1e contri;$tion to a #choo or 7or* team/

Fou can be a good team member by setting rules and abiding by them, analyzing tasks anddefining problems, contributing information and ideas, showing interest by listening actively,

encouraging members to participate, and synthesizing points of agreement.

?OO@ING IN P%rt .Fe&e2 O$$ice

Critica Thin*ing

4. )h! +o !o$ thin* 7or*pace meeting# are #o +i#i*e+/

5eople hate to attend meetings because many are poorly planned and poorly run. They takeup a huge amount of time in the workplace, thus preventing attendees from completing tasks

that they often feel are more important. 4eetings require that attendees listen to others whomay be grandstanding, misinformed, or off topic. 4eetings swallow chunks of time and may

result in nothing concrete or meaningful.

2. Do !o$ thin* 4


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Date3 0urrent

To3 )aryl Thomas, Senior 4anager, Sales )evelopment and &ducation

rom3 Student!s =ame

S$;ect3 Suggestions for 5lanning Birtual 4eetings and 7nteracting 5rofessionally

2s you suggested, 7 am submitting this memo with suggestions for planning virtual meetings andinteracting professionally during the meetings. These suggestions come from textbooks and

7nternet research into the topic.

Panning irt$a 9eeting#

e sure everyone understands the technology being used and can use it effectively.

Schedule the meeting at a time convenient to all, regardless of time zones. 2void spanning a

lunch hour, holding someone overtime, or making someone arrive extra early.

1imit the number participating< usually %# is the maximum for effective virtual meetings.

)istribute any documents before the meeting, and be sure participants know how to use

online editing tools if documents will be revised.

Participating Pro"e##iona!

Take time before the meeting to develop camaraderie with small talk and personal

conversation.

e precise in presenting ideas< give examples and use simple language.

&ncourage all participants to share in the discussion< don!t have the leader do all the talking.

Take turns. The microphone usually carries only one voice at a time.

7dentify yourself each time you speak.

4ake your points clearly but politely. 2void the tendency to be overly frank because youdon!t see the other person.

)o not multitask during virtual meetings.

7 hope these suggestions are helpful in planning and conducting virtual meetings.

7f you would like to discuss these points or if you require further research, 7 would

be happy to do so.

Discussio( @%teri%" $or CAREER COACH.Liste(i(' to No((%ti*e S!e%0ers i( t)e Wor0!"%ce

Fou can have students take part in this discussion in the class as a whole or in small groups made

up of both native and nonnative speakers. &ncourage students to share their experiences of

communicating in a second language, whether here in the '.S. or while traveling to anothercountry. 2lso encourage students to share their experiences of communicating with a friend or

coworker who speaks &nglish as a second language. This discussion can be very eye opening to

students, especially those who speak &nglish as their native language. 7t is also a goodintroduction to 0hapter (, 97ntercultural 0ommunication.:




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Discussio( @%teri%" $or CAREER COACH.

Peri"s o$ C%su%" A!!%re" i( t)e Wor0!"%ce

Students are asked to debate the proposition that business casual dress be the professional dress

standard throughout the United States. To stage a debate, you might wish to follow some of the

suggestions made by Dr. James Calvert Scott, Business Casual Dress, Part 2, Delta Pi Epsilon

Instructional Strategies, December 1999:

Divide your class into small groups of four to six students, each of which is assigned a number.

Each group is given a set amount of time to prepare arguments both for and against the debate

proposition. Just before the debate begins, each group selects two representatives to serve as its

potential debaters. Two numbers are drawn, with the first corresponding group assigned to

support the debate proposition and the second corresponding group assigned to oppose the

debate proposition for a specified amount of time. The remaining class members serve as neutral

judges, who listen carefully to the arguments offered by each debate team. After the

presentations, questioning, and rebuttals, the debaters await the decision of the judges. The

judges cast their votes in favor of the debate team that presented the more persuasive case. You

can increase student involvement in this activity by having multiple groups debate the

proposition either sequentially or simultaneously in different parts of the classroom or in a

variety of nearby locations.

Discussio( @%teri%" $or ETHICAL INSIGHTS.Et)ic%" Res!o(si,i"ities o$ Grou! @e,ers %(& Le%&ers

Students should en@oy this discussion because it is a common problem when students work aspart of a small team in a classroom to complete a problem. 6ave students brainstorm about this

problem in small groups and report their conclusions back to the entire class. 6aving thisdiscussion early in the semester can help to avoid similar problems during the remainder of thesemester.

Discussio( @%teri%" $or PLUGGED IN.Ho+ to For %(& P%rtici!%te i( E$$ecti*e Virtu%" Te%s

Students discuss the reasons that virtual teams are becoming more popular and the advantagesand disadvantages of virtual teams for employees and for employers. They may cover some of

the following ideas.

Rea#on# "or Pop$arit!The technology exists that makes virtual teams possible.

They allow people located anywhere in the world to meet synchronously.

A+1antage# an+ Di#a+1antage# "or Empo!ee#

Adanta"es'4eetings can occur at any time that best suits the employees. &mployees canengage in meetings with others from around the world without the time and expense of

travel. &mployees can develop their technology skills.




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isadanta"es'Birtual meetings require that employees be excellent online communicators,

which is not always the case. &mployees may not be properly trained to use the technology.

4embers may experience feelings of isolation. )epending on the technology used, little orno opportunity to analyze nonverbal communication may exist. 4embers must work harder

to develop understanding, commitment, and trust. 4essages may be easily misinterpreted.

A+1antage# an+ Di#a+1antage# "or Empo!er#

Adanta"es' Birtual meetings can be very cost-effective. Since traveling to another physical

location is not necessary, employees do not have to be away from their offices. Birtual

meetings can result in higher productivity and more motivated employees.isadanta"es'The initial technology and training costs can be high.

Students may also want to discuss the technological tools that make virtual meetings possibleand the requirements for making virtual teams effective.

Et)ics C)ec0 So"utio(s

Ethic# Chec* Page ,

IM Part4 - Ch02 - Lecture Notes

Documents

Transcript of IM Part4 - Ch02 - Lecture Notes