Chapter 2 Lecture Notes and Teaching Suggestions

123

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 the productivity of the team. This chapter also describes effective practices for planning and participating in virtual meetings. To familiarize students with technologies used to connect employees 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 and interpreting 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 workplace meetings.
*. )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 advance your career. -. &nhance your competitive edge by developing professionalism and business etiquette skills.

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Part 4 Lecture Notes

WHATS NEW IN THIS CHAPTER

$ocused chapter on professional workplace skills to help students make a smooth transition from the classroom to the business world. 3evised three-part opening case study to reflect the current economic downturn and importance of professional skills and teamwork. )istinguished between face-to-face and virtual meetings, emphasizing the latter because virtual meetings reduce travel costs, lessen employee fatigue, and connect remote workers. 2dded instructions and "eb screenshot illustrating the use of digital calendars to schedule meetings so that students will know how to use this electronic tool. 2dded "eb screenshot to illustrate e-mail meeting summary template so that students see how savvy companies are using digital tools to summarize key points and note action items to monitor. 5rovided many tips and specific ground rules on how to plan and interact professionally during virtual meetings. &mphasized the importance of soft skills and professionalism in regard to being hired and promoted. 0hanged nearly */ percent of the end-of-chapter activities to offer instructors fresh, relevant, and practical exercises for students to apply chapter content.

LECTURE OUTLINE
I. Becoming a Team P a!er in Pro"e##iona Gro$p# %p. &'(

6ard skills refer to the technical skills in your field. Soft skills include both oral and written communication skills. Soft skills also include other competencies such as listening proficiency, nonverbal behavior, and etiquette expertise. &mployers also value employees who are team players.

PowerPoint slides 1-3 II. Preparing to )or* )ith Gro$p# an+ Team# %p. ,-( A.)h! .orm Gro$p# an+ Team#/ etter decisions $aster response 7ncreased productivity 8reater 9buy-in: 1ess resistance to change 7mproved employee morale 3educed risks PowerPoint slide 4

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Chapter 2 Lecture Notes and Teaching Suggestions

125 B.E0amp e# o" E""ecti1e Team# Teams are effective in solving workplace problems and developing new products. C.2irt$a Team# De"inition3 Virtual teams are groups of people who work interdependently with a shared purpose across space, time, and organization boundaries using technology. D..o$r Pha#e# o" Team De1e opment $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 $or e& % 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 $i(%(ce %(%'er %(& %r0eti(' %(%'er )%*e % )e%te& &is%'ree e(t %,out t)e o,1ecti*es o$ t)e !rese(t%tio( %(& t)e cost o$ t)e !ro!ose& %r0eti(' !"%(- Te(sio( is so )i') t)%t t)e te% "e%&er ste!s i( to )e"! %&&ress t)e co($"ictW)%t st%'e o$ te% &e*e"o! e(t is t)is te% e2!erie(ci('3

This team is demonstrating characteristics of a team in the storming phase of development where conflict a out the team!s goals and mem ers! roles ma" erupt# $hen this occurs% a good team leader will step in to 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 Dea ing 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 Discuss
Ho+ s)ou"& % e2!erie(ce3 %(%'er %&&ress co($"ict t)%t is % resu"t o$ &i$$ere(ces i( cu"ture/ 'e(&er/ %'e/ or

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 the strategies listed in the chapter% active listeners should as& open+ended ,uestions such as% -T"% when .a&e suggested we send letters to all our customers a out the cell phone recall% what was "our reaction/0 Then% the manager should let T" spea& without assuming she &nows his answer and without passing )udgment# 1Steve 2du ato% -2s&ing 3ight 4uestions Can 5elp $ith Conflict%0 The Star-Ledger, 2pril 6% 2778# 3etrieved (a" 22% 2778 from http9::www#gale#com:;usiness3C:#<

G.A1oi+ing Gro$pthin* De"inition3 Groupthink describes faulty decision-making processes by team members who are overly eager to agree with one another. &ffective teams can avoid groupthink by adhering to the following> Strive for team diversity;in age, gender, background, experience, and training. &ncourage open discussion. Search for relevant information. &valuate many alternatives. 0onsider how a decision will be implemented. 5lan for contingencies in case the decision doesn!t work out.

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Chapter 2 Lecture Notes and Teaching Suggestions

128

Lets Discuss W)%t %re t)e %&*%(t%'es %(& &is%&*%(t%'es o$ 'rou!t)i(0 i( or'%(i4%tio(s3
A&*%(t%'es. =roupthin& reflects the team!s desire for cohesiveness and harmon"% a desira le trait for teams wor&ing toward a shared purpose# Dis%&*%(t%'es. 1a< =roup mem ers are reluctant to e>press opinions resulting in poorer decisions? and 1 < group mem ers fail to chec& alternatives% are iased in collecting information% and fail to develop a contingenc" plan#

H.Reaching Gro$p Deci#ion# 4a@ority 0onsensus 4inority 2veraging 2uthority rule with discussion PowerPoint slide 9 I. Characteri#tic# o" S$cce##"$ Team# Small size, diverse makeup 2greement on purpose 2greement on procedures 2bility to confront conflict 'se of good communication techniques 2bility to collaborate rather than compete 2cceptance of ethical responsibilities Shared leadership PowerPoint slide 10 III. Chec* i#t "or De1e oping Team E""ecti1ene## %p. ,8( &stablish small teams. &ncourage diversity. )etermine the purpose, procedures, and roles. 2cknowledge and manage conflict. 0ultivate good communication skills. 2dvance an environment of open communication. &ncourage collaboration and discourage competition. Share leadership. 0reate a sense of fairness in making decisions. 1ighten up. 0ontinually assess performance.

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126

Part 4 Lecture Notes

I2. P anning an+ Participating in .ace6to6.ace )or*p ace 9eeting# %p. ,:( PowerPoint slides 11-15 A.Deci+ing )hether a 9eeting I# Nece##ar! ?nly call for a meeting if the topic is important, can!t wait, and requires an exchange of ideas. The real expense of a meeting is the lost productivity of the people attending. B.Se ecting Participant# )ecision-makers Those with information needed to make a decision Those responsible for implementing the decision .ig$re 2.& 4eeting 5urpose and =umber of 5articipants C.Di#tri;$ting A+1ance In"ormation )ate and place of meeting Start time and end time rief description of each topic, in order of priority, including the names of individuals who are responsible for performing some action 5roposed allotment of time for each topic 2ny premeeting preparation expected of participants .ig$re 2., Typical 4eeting 2genda D.U#ing Digita Ca en+ar# to Sche+$ e 9eeting# Schedule meetings 0heck availability of attendees Aeep track of daily activities 3eceive reminders of meeting times
.ig$re 2.< 'sing 0alendar 5rograms

E.Getting the 9eeting Starte+ 8oal and length of the meeting ackground of topics or problems 5ossible solutions and constraints Tentative agenda 8round rules to be followed ..9o1ing the 9eeting A ong &ncourage equal participation among participants. 2void digressions and generate a 95arking 1ot: list.
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Chapter 2 Lecture Notes and Teaching Suggestions

12@

2dhere to the time schedule and agenda. Summarize key decisions and check on agreement.

G.Participating Acti1e ! an+ Pro+$cti1e ! 2rrive early. 0ome prepared. ring a positive attitude. 0ontribute respectfully. "ait for others to finish. Aeep your voice calm and pleasant, yet energetic. 8ive credit to others. 5ut the cell phone and laptop away. 6elp summarize. &xpress your views 7= the meeting. $ollow up and complete the assigned actions. H.Han+ ing Con" ict in 9eeting# &ncourage full discussion of issues. 3each consensus on a direction to follow. I. En+ing an+ .o o7ing Up &nd on time. Summarize decisions. 2gree on who is responsible for action items and by what time. )istribute minutes within a couple of days after the meeting. .ig$re 2.= &-4ail 4eeting 4inutes 2. Chec* i#t "or P anning an+ Participating in Pro+$cti1e 9eeting# %p. <8( Be"ore the 9eeting 0onsider alternatives. 7nvite the right people. )istribute an agenda. 'se a calendaring program. Train participants on technology. D$ring the 9eeting Start on time and introduce the agenda. 2ppoint a secretary and a recorder. &ncourage balanced participation. 0onfront conflict frankly. Summarize along the way. En+ing the 9eeting an+ .o o7ing Up 3eview meeting decisions.
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137

Part 4 Lecture Notes

)istribute minutes of meeting. 3emind people of action items.

2I. U#ing E""ecti1e Practice# an+ Techno ogie# in 2irt$a 9eeting# %p. <&( PowerPoint slide 16 A.A$+iocon"erencing Audio on!eren in" involves one or more people in a work area using an enhanced speakerphone to confer with others by telephone. B.2oicecon"erencing Video on!eren in" combines video, audio, and communications networking technologies for real-time interaction. Bideoconferencing reduces travel expenses, travel time, and employee fatigue. PowerPoint slides 17# 18

Lets Discuss
W)%t %re t)e %&*%(t%'es %(& &is%&*%(t%'es o$ *i&eoco($ere(ci('3 A&*%(t%'es. 1# Aideoconferencing allows people who are geographicall" spread out to colla orate and reach a decision# 2# Aideoconferencing is more effective than conference calls ecause it allows participants to view facial e>pressions and od" language# 3# ;rea&throughs in video% audio% and road and technologies create meeting e>periences that are so lifeli&e that participants who are thousands of miles apart loo& li&e the"!re in the same room# 4# Aideoconferencing reduces travel time% travel e>penses% and emplo"ee fatigue# Dis%&*%(t%'es. 1# Aideoconferencing s"stems are e>pensive# Conventional videoconference rooms ma" cost B5%777C B67%777 per room# 2# Aideoconferencing is still not etter than face+to+face meetings#

C.)e; Con"erencing $e% on!eren in" allows attendees to access an online virtual meeting room where they can present 5ower5oint slides or share spreadsheets or "ord documents, @ust as they might do in a face-to-face meeting. PowerPoint slide 19 .ig$re 2.8 "eb 0onferencing .ig$re 2.: "eb&x 0onferencing on i5hone .ig$re 2.' "eb 0onferencing in 5ractice
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Chapter 2 Lecture Notes and Teaching Suggestions

131 D. P anning 2irt$a 9eeting# an+ Interacting Pro"e##iona ! Premeetin" &onsiderations' )ecide which technology will be used 0oach participants on using technology Set the time of the meeting using 0oordinated 'niversal Time $or global meetings, decide which language will be used. )istribute materials in advance Ground (ules !or Virtual )eetin"s' &xplain how questions may be asked and answered. Turn off cell phones and smartphones. )on!t multitask while participating in a virtual meeting. *e hni+ues !or &olla%oratin" ,u ess!ull- in Virtual )eetin"s e precise, give examples, and use simple language. 3ecap and summarize often. 0onfirm your understanding of what is being discussed. 2s a presenter, pro@ect an upbeat and strong voice. &ncourage dialogue by asking questions and inviting responses. 2llow time before or after the meeting for small talk. PowerPoint slides .0-.1 2II. Li#tening in the )or*p ace %p. <:( A.Poor Li#tening Ha;it# 5oor listening habits result from the following> 1ack of training 0ompeting sounds and stimuli 2bility to process speech faster than others speak

Lets Discuss
For er 5ero2 CEO D%*i& 6e%r(s "e%r(e& t)%t )e s)ou"& )%*e "iste(e& to )is e !"o#ees ,e$ore t)e co !%(#s &is%strous "%u(c) o$ % (e+ co!ier- 7We cou"& )%*e to"& #ou it +%s % !iece o$ 1u(0/8 s%i& o(e e !"o#ee/ 7,ut #ou (e*er %s0e& our o!i(io(-8 W)# is it i !ort%(t to "iste( to co""e%'ues %(& te% %tes i( t)e +or0!"%ce3 *n the wor&place% listening to teammates and colleagues vastl" improves "our a ilit" to ma&e good decisions# ;" listening to others% "ou tap into their e>periences and insights a out wor&place issues resulting in etter choices and decisions# 1Dred =reen% -Eur ;iggest (anagement Challenge9 Communication%0 Indianapolis Business Journal% (arch 2'% 2778# 3etrieved (a" 22% 2778 from http9::www#gale#com:;usiness3C:#<

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132

Part 4 Lecture Notes

B.T!pe# o" )or*p ace Li#tening 1istening to superiors 1istening to colleagues and teammates 1istening to customers PowerPoint slide .. .ig$re 2.4- 1istening to 0ustomers> 0omparing Trained and 'ntrained 1isteners 2III. Impro1ing )or*p ace Li#tening A.Ten >e!# to B$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'( %$$%irs co"u (ist $or The New York Times, 7Its (ot 1ust +)%t #ou )e%r ,# "iste(i(' t)%t is i !ort%(t- It is +)%t #ou say ,# "iste(i(' t)%t is i !ort%(t- Its % %4i(' )o+ #ou c%( &i$$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 co u(ic%tio(3

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Chapter 2 Lecture Notes and Teaching Suggestions

133
Never underestimate how much people )ust want to feel that the" have een heard# Ence "ou demonstrate "ou have listened to them and respect their opinions% arriers come down and the" ecome more willing to continue a health" dialogue with "ou# Commencement address at $illiams College $illiamstown% (assachusetts% FS2# 3etrieved .une 5% 2775% from http9::www#humanit"#org:voices:commencements:speeches:inde>#php/pageGfriedmanHatHwilliams<

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134

Part 4 Lecture Notes

?. Comm$nicating Thro$gh Non1er;a 9e##age# %p. =&( A..$nction# o" Non1er;a Comm$nication To complement and illustrate To reinforce and accentuate To replace and substitute To control and regulate To contradict PowerPoint slide 36 B..orm# o" Non1er;a Comm$nication &ye contact;maintain direct but not prolonged eye contact $acial expression;express warmth with frequent smiles 5osture and gestures;convey self-confidence with erect stance Time;be on time< use time @udiciously Space;maintain neat, functional work areas Territory;use closeness to show warmth and to reduce status differences 2ppearance of business documents;product careful, neat, well-organized messages 2ppearance of people;be well groomed, neat, and appropriately dressed PowerPoint slides 37-38 .ig$re 2.44 $our Space Eones for Social 7nteraction .ig$re 2.42 Sending 5ositive =onverbal Signals in the "orkplace ?I. Chec* i#t "or Techni@$e# "or Impro1ing Comm$nication S*i # in the )or*p ace %p. =8( &stablish and maintain eye contact. 'se posture to show interest. 3educe or eliminate physical barriers. 7mprove your decoding skills. 5robe for more information. 2void assigning nonverbal meanings out of context. 2ssociate with people from diverse cultures. 2ppreciate the power of appearance. ?bserve yourself on videotape. &nlist friends and family. ?II. De1e oping a Competiti1e E+ge )ith Pro"e##iona i#m an+ B$#ine## Eti@$ette S*i # %p. =:( A. Pro"e##iona i#m Lea+# to S$cce## PowerPoint slides 39-41
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Chapter 2 Lecture Notes and Teaching Suggestions

135 .ig$re 2.4& 5ro@ecting 5rofessionalism "hen Fou 0ommunicate B. Gaining an Eti@$ette E+ge 'se polite words. &xpress sincere appreciation and praise. e selective in sharing personal information. )on!t put people down. 3espect coworkers! space. 3ise above others! rudeness. e considerate when sharing space and equipment with others. 0hoose the high road in conflict. )isagree agreeably.

Lecture Tr%(s!%re(cies
;%*%i"%,"e i( % se!%r%te !%c0et %(& %t )tt!.<<+++- e'u$$e#-co = De1e oping TeamA Li#teningA an+ Eti@$ette S*i # Acetate#
"hat )o &mployers "antG 5reparing to "ork "ith 8roups and Teams $our 5hases of Team )evelopment

Tran#parenc! N$m;er
%( %* %+

2nalyzing 5ositive and =egative Team ehavior Six-Step 5rocedure for )ealing "ith 0onflict 4ethods for 3eaching 8roup )ecisions 0haracteristics of Successful Teams )uties of 4eeting 1eader )uties of 4eeting 5articipant Birtual 4eetings 1istening in the "orkplace Skillful 1istening to 0ustomers Ten Aeys to uilding 5owerful 1istening Skills Ten 4isconceptions 2bout 1istening $unctions of =onverbal 0ommunication $orms of =onverbal 0ommunication 5ro@ect 5rofessionalism "hen Fou 0ommunicate Tips for 8aining an &tiquette &dge

%, %%C %D #/ #% ## #( #* #+ #,H##C #D (/ (%

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13'

Part 4 Lecture Notes

A(s+ers to C)%!ter Re*ie+ >uestio(s

4. Li#t #e1en rea#on# that e0p ain 7h! organi5ation# are "orming gro$p# an+ team#. %O;B. 4( ?rganizations are forming groups and teams for I%J better decisions, I#J faster response, I(J increased productivity, I*J greater buy-in, I+J less resistance to change, I,J improved employee morale, and I-J reduced risks for individuals. 2. )hat are 1irt$a team#A an+ ho7 can mi#$n+er#tan+ing# among participant# ;e re+$ce+/ %O;B. 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;B. 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;B. 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 open discussion, searching for relevant information, and evaluating many alternatives. <. )h! are team +eci#ion# ;a#e+ on con#en#$# genera ! ;etter than +eci#ion# reache+ ;! maBorit! r$ e/ %O;B. 2( 0onsensus means that all members must agree to the decision. 2lthough this method may require more discussion and more team time, it generally results in a fair decision that members are willing to implement. )ecisions reached by ma@ority rule leave some team members who ob@ect and who may sabotage the decision.

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Chapter 2 Lecture Notes and Teaching Suggestions

138 =. I" !o$ are con#i+ering organi5ing a meetingA 7hat #ho$ + !o$ +o ;e"ore the meeting/ %O;B. &( 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*p ace meeting#. %O;B. &( 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, I,J keep your voice calm and pleasant yet energetic, I-J 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;B. ,( Bideoconferencing combines video, audio, and communications networking technologies for 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;B. ,( &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 may be 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#A 7e ignoreA "orgetA +i#tortA or mi#$n+er#tan+ 8< percent o" e1er!thing 7e hear. )h! are 7e #$ch poor i#tener#/ %O;B. <( 5oor listening habits may result from lack of training, as well as the large number of competing sounds and stimuli that interfere with concentration. 7n addition, we are poor listeners because our minds are able to process speech much faster than people can speak. 44. )hat are ten techni@$e# "or impro1ing 7or*p ace i#tening/ Be prepare+ to +e#cri;e each. %O;B. <( I%J 0ontrol external and internal distractions, I#J become actively involved, I(J separate facts from opinions, I*J identify important facts, I+J don!t interrupt, I,J ask clarifying questions, I-J paraphrase to increase understanding, ICJ take advantage of lag time, IDJ take notes to improve retention, and I%/J be aware of gender differences.
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136

Part 4 Lecture Notes

42. Li#t "i1e "$nction# o" non1er;a comm$nication. Pro1i+e an origina e0amp e o" each. %O;B. =( I%J To complement and illustrate. /0ample' 6olding your hands apart to show the size of your netbook computer. I#J To reinforce and accentuate. /0ample' 0lapping your hands to show approval. I(J To replace and substitute. /0ample' Fawning and covering your mouth to show boredom. I*J To control and regulate. /0ample' 1etting your voice drop at the end of a statement signaling the completion of a thought. I+J To contradict. /0ample' 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*p ace. Be prepare+ to +i#c$## each. %O;B. =( 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, I,J avoid assigning nonverbal meanings out of context, I-J associate with people from diverse cultures, ICJ appreciate the power of appearance, IDJ observe yourself on videotape, and I%/J enlist friends and family to provide feedback on your body language. 4,. Compare an+ contra#t e0amp e# o" pro"e##iona an+ $npro"e##iona ;eha1ior in regar+ to 7or*p ace #peech ha;it# an+ e6mai . %O;B. 8( 'nprofessional speech habits include speaking in uptalk, using like to fill in mindless chatter, substituting "o for said, relying on slang, and letting profanity slip into your conversation. 5rofessional speakers avoid anything that sounds uneducated, crude, or adolescent. 'nprofessional e-mail behavior involves writing messages with incomplete sentences, misspelled words, 74 slang, and senseless chatting. 5rofessional e-mail messages are concise, correct, and concrete. They avoid sloppiness. 4<. )hat "i1e #peci"ic ;eha1ior# +o !o$ thin* 7o$ + ;e mo#t important in gi1ing !o$ an eti@$ette e+ge in !o$r ;$#ine## career/ %O;B. 8( Students will choose five from among the following> 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, I,J rise above others! rudeness, I-J be considerate 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 C. Richar+ Hac*man c aim# that re#earch Dcon#i#tent ! #ho7# that team# $n+erper"orm +e#pite a their e0tra re#o$rce#.E i Ho7 7o$ + !o$A a# a critica thin*erA re#pon+ to thi# #tatement/ %O;B. 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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Chapter 2 Lecture Notes and Teaching Suggestions

13@ writer!s definition of underper!ormG "hat is meant by e0tra resour esG 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 to form teams to investigate and recommend solutions to problemsG 2 critical thinker could find much to dispute in this statement. 2. E1a $ate the "o o7ing #tatement3 DTechnica pro"icienc! ha# ne1er ;een eno$gh "or pro"e##iona # to gro7 ;e!on+ the #ta"" e1e .E Do !o$ agree or +i#agreeA an+ 7h!/ %O;B. 4( 2lthough the author, )avid 4aturo, writing in *he Penns-l1ania &PA 2ournal, is referring to @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 half life 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$ti1e# an+ manager# #pen+ more time i#tening than +o 7or*er#/ %O;B. <( efore they can make decisions, executives must listen to feedback from supervisors, specialists, and others. They also listen to their bosses;boards of directors and owners;and they might also need to listen to customers, especially when handling serious complaints. 4inds are like parachutes< they work well only when open. 2ll three levels of workers should have good listening skills< but because the decisions coming from executives! listening may be more critical, their skills should perhaps be most highly developed. ,. )hat arg$ment# co$ + !o$ gi1e "or or again#t the i+ea that ;o+! ang$age i# a #cience 7ith princip e# that can ;e interprete+ acc$rate ! ;! #pecia i#t#/ %O;B. =( 2lthough few would argue that body language does send silent messages, no scientific principles have evolved explaining exactly what those messages mean. 4ost researchers agree that nonverbal cues contain much information, but specifically what those cues mean is unknown. 2uthors 6ickson and Stacks said, 9The nonverbal message by itself may be ambiguous< in almost every instance it needs the verbal message to complete the process of communication: MI%DD(J. 3on1er%al &ommuni ation4 rown and enchmark, p. CN. Lulius $ast, author of the precedent-setting 5od- 6an"ua"e MI%D-%J. =ew Fork> 5ocket ooks, p. %*N, stated that 9nonverbal language is partly instinctive, partly taught and partly imitative.: ut it is not a science with principles that always hold true. 4ost communicators tend to believe nonverbal messages over verbal messages when the messages are in conflict. The 0hinese have a profound proverb> 9 e wary of the man whose belly does not move when he laughs.: 5eople who are sincerely laughing show it with their entire bodies, not @ust their faces.

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147

Part 4 Lecture Notes

<. Ethica I##$e3 Roche e i# a goo+ mem;er o" !o$r team. Ho7e1erA !o$ are +i#t$r;e+ that #he i# con#tant ! promoting her Ar;onne ;ea$t! pro+$ct# to other mem;er# o" the team. She #ho7# cata og# an+ *eep# a #$pp ! o" #amp e# rea+! to +i#tri;$te +$ring $nch or a"ter ho$r#. Her +e#* #me # i*e a per"$me co$nter. D$ring team meeting#A #he p$t# an or+er "orm on the ta; e. A# a team mem;erA 7hat #ho$ + !o$ +o/ )hat i" Roche e 7ere #e ing Gir Sco$t coo*ie#/ Selling for-profit items on company property is probably forbidden by your company. 3ochelle is taking advantage of a captive audience. &ven though most of the activity is taking place during lunch or after work hours, the activity could carry over into work time and could disrupt productivity. 7t would be wise for you to report the situation to your team leader, manager, or human resources representative. Fou should also check to see what the company!s policy is on selling nonprofit items such as 8irl Scout cookies.

Acti*ities
2.4 So"t S*i #3 I+enti"!ing Per#ona Strength# %O;B. 4( Four students should submit a list of four categories of soft skills. &ncourage them to frame statements that will be useful when they prepare a rOsumO later in the course. $or example, under 9ThinkingPproblem solving,: a student might write, 91earned new spreadsheet program and prepared cost pro@ection for remodeling office,: or 91earn new software applications quickly and with little training.: 2.2 Team E""ort3 Denn!F# Hope# to Roc* )ith A 6Nighter Program %O;B. 4( 7n persuading the marketing vice president that a team effort is needed to consider expanding )enny!s 2ll-=ighter program to the Southwest, students might mention some of the following points> 2 team of managers would bring wider experience to the decision. They would contribute more expertise and different perspectives. Should the decision be made to implement the program, the company would experience greater buy-in if the managers who approved the plan were the ones to implement it. The 2ll-=ighter program would generate less resistance to change if the managers were involved in the decision. ?verall morale among managers would be enhanced if they were invited to participate in this ma@or decision. 3esponsibility for the decision is diffused, thus carrying less risk for a single individual making the decision. 2.& Reaching Gro$p Deci#ion#3 9aBorit!A Con#en#$#A or )hat/ %O;B. 2( 4ore than one strategy may be appropriate for these situations. The author!s recommendations follow.
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Chapter 2 Lecture Notes and Teaching Suggestions

141 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#o 1ing )or*p ace Con" ict#3 App ! a P an %O;B. 2( Students should apply the following six-step procedure> I%J 1isten to each person!s position. 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 other person!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. I,J 3each an agreement based on what!s fair. &ncourage students to role-play two or more of the scenarios. 2.< Gro$pthin*3 .a#te#t Deci#ion 9a! Not Be Be#t %O;B. 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 similar backgrounds, 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;B#. 4A 2( a. 1esson> Teams working as a unit can accomplish more than individuals working alone. b. 1esson> Team members who recognize the effectiveness of team goals, procedures, and assignments strive to stay 9in formation: because they realize that teamwork requires 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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142

Part 4 Lecture Notes

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 $ating 9eeting#3 E""ecti1e or Ine""ecti1e/ %O;B. &( Students may analyze the meeting by using the following template to conclude whether the meeting succeeded or failed. Getting Rea+! "or the 9eeting a. "as the meeting truly necessaryG b. "ere the right people there according to the purpose of the meetingG c. "as an agenda distributedG Con+$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 alongG d. "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 encouraged and 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+ .o o7ing Up a. "ere decisions reviewed, action items discussed, andPor schedule for completion establishedG b. "ere committee members reminded to follow through on action itemsG 2.: 2irt$a 9eeting#3 Impro1ing Di#tance 9eeting B$!6In %O;B. ,( 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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Chapter 2 Lecture Notes and Teaching Suggestions

143 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 G$ic* To$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 the teleconference 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 the same time. Students may question whether "eb&x is the best choice for small conferences. 5erhaps other programs should be investigated such as Skype. 2.4Rating Ho$r Li#tening S*i # %O;B. <( This listening quiz focuses attention on good listening techniques as presented in the textbook. 2lthough some of the answers are obvious, an interactive quiz presents an alternative learning mode that can pique student interest and reinforce good habits. 2.44 Li#tening3 Recogni5ing Goo+ Ha;it# %O;B. <( Students should be able to name five good and five bad listening behaviors. They should clearly identify the situation and participant for each item on their lists. This activity presents an excellent opportunity for you to make students more conscious of how listening habits differ in people around them. Fou should also be able to discuss techniques for improving poor listening habits. 2.42 Li#tening3 S*i # Re@$ire+ in 2ario$# Career# %O;B. <( Student teams should generate lists of listening and nonverbal cues that include some of the following> good eye contact, avoiding being distracted by others while listening, not interrupting, taking notes, paraphrasing instructions, asking pertinent questions in a nonthreatening manner, leaning forward, and showing empathy and compassion. &riti al listenin" involves @udging and evaluating what you are hearing. 7is riminati1e listenin" is necessary when you must identify main ideas and understand an argument. Teams should generate different cues and behavior reflecting these forms of listening in relation to the professional role they are analyzing. 2.4& Non1er;a Comm$nication3 Recogni5ing .$nction# %O;B. =( Students should be able to list several examples for each of the following nonverbal functions>
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144

Part 4 Lecture Notes

2.4,

To complement and illustrate To reinforce and accentuate To replace and substitute To control and regulate To contradict

Non1er;a Comm$nication3 Ho7 to Be 9ore In" $entia %O;B. =( 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 eye contact, 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;B. =( 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 interpret this type of communication. Students may have other interpretations, but these body movements can be construed to mean the following> a. b. c. d. e. f. "histling, wringing hands> nervousness or fear owed posture, twiddling thumbs> boredom Steepled hands, sprawling sitting position> contemplative or relaxed 3ubbing hand through hair> frustration or nervousness ?pen hands, unbuttoned coat> relaxed "ringing hands, tugging ears> upset or nervous

2.4=

Non1er;a Comm$nication3 Uni1er#a Sign "or DI Goo"e+E %O;B. =( This is a good exercise for teams. Suggest that team members take turns demonstrating each 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 cultural implications. 2lthough a gesture might be effective in one country, it might not work in another.

2.48

2er;a 1#. Non1er;a Signa # %O;B. =( 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 depend on 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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Chapter 2 Lecture Notes and Teaching Suggestions

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#$a Dre## %O;B. =( This activity can be expanded into a research paper topic. 2 variation on this activity relies on student experiences. 7nstead of conducting interviews in the community, they can conduct a forum among students who work, asking them to comment on casual-dress policies in the @obs they have had. 2ctivity -.+ in 0hapter - also relates to casual dress. Bo+! Art3 A B$tter" ! on Her Nec* %O;B. =( 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 the company!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 simply ask, 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$ebruaryJ. Tattoos> =ot @ust for sailors anymore. 8!!i ePro# p. #,.N Non1er;a Comm$nication3 De"ining Business asual %O;B. =( 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 avoid garish 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. Non1er;a Comm$nication Aro$n+ the )or + %O;B. =( 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 the thumb 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 $rance, 8ermany, 8reece, and Spain to signify praise: IL. S. 4artin and 1. 6. 0haney, Glo%al 5usiness /ti+uette, 5raeger, #//,, p. +(J. G$i+e to B$#ine## Eti@$ette an+ )or*p ace 9anner#3 Sharpening Ho$r S*i # %O;B. 8( Students are encouraged to take the pretest and study the %- business etiquette topics presented at the student "eb site at 777.meg$""e!.com. 7nstructors will find a complete

2.4'

2.2-

2.24

2.22

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14'

Part 4 Lecture Notes

discussion guide titled 9"orkplace &tiquette Teaching 4odule: plus three posttests under *ea hin" )odules in the instructor!s materials at 777.meg$""e!.com To see the %- student exercises, go to the student site and click 9 usiness &tiquette 8uide.: 2.2& B$#ine## Eti@$ette3 9in+ Ho$r 9anner# or 9in+ Ho$r B ac*Berr!/ %O;B. 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. M ased 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 A. Fe&E2 O$$ice

Critica Thin*ing 4. In 7hat 7a!# +o emp o!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 than individuals. 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! #imi ar 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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Chapter 2 Lecture Notes and Teaching Suggestions

148 ?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 and defining problems, contributing information and ideas, showing interest by listening actively, encouraging members to participate, and synthesizing points of agreement.

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

Critica Thin*ing 4. )h! +o !o$ thin* 7or*p ace meeting# are #o +i# i*e+/ 5eople hate to attend meetings because many are poorly planned and poorly run. They take up 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 who may be grandstanding, misinformed, or off topic. 4eetings swallow chunks of time and may result in nothing concrete or meaningful. 2. Do !o$ thin* 4<6min$te #tan+6$p meeting# co$ + ;e e""ecti1e/ )h! or 7h! not/ Short stand-up meetings can be effective in achieving specific and usually narrow purposes. They may be less effective in ironing out complex problems and reaching consensus on solutions. The success of any meeting, however, depends largely on the leader and the groundwork laid before the meeting. &. Ho7 can the attit$+e an+ ;eha1ior o" atten+ee# a""ect the #$cce## o" a meeting/ 7f meeting attendees come with an unenthusiastic attitude, refuse to participate, and display negative body language, they will surely generate an unsuccessful meeting. "hen attendees arrive early, come prepared, and contribute respectfully, they contribute to successful outcomes. 7t!s wise to remember that in the workplace, meetings are a reality. Fou can showcase yourself and boost your career by participating professionally and skillfully.

?oo i(' I(/ Your Tur(. Fe&E2 O$$ice

Students are asked to prepare a list of suggestions for planning and interacting at virtual meetings. 7nstructors may also ask that this assignment be submitted as a memo. Shown here is a possible memo.

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146

Part 4 Lecture Notes

Date3 To3 .rom3 S$;Bect3

0urrent )aryl Thomas, Senior 4anager, Sales )evelopment and &ducation Student!s =ame Suggestions for 5lanning Birtual 4eetings and 7nteracting 5rofessionally

2s you suggested, 7 am submitting this memo with suggestions for planning virtual meetings and interacting professionally during the meetings. These suggestions come from textbooks and 7nternet research into the topic. P anning 2irt$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 you don!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 another country. 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 good introduction to 0hapter (, 97ntercultural 0ommunication.:
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Chapter 2 Lecture Notes and Teaching Suggestions

14@

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157

Part 4 Lecture Notes

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 as part 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 this discussion early in the semester can help to avoid similar problems during the remainder of the semester.

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 advantages and 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 Emp o!ee# Ad1anta"es' 4eetings can occur at any time that best suits the employees. &mployees can engage 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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Chapter 2 Lecture Notes and Teaching Suggestions

151 7isad1anta"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 or no 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 Emp o!er# Ad1anta"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. 7isad1anta"es' The initial technology and training costs can be high. Students may also want to discuss the technological tools that make virtual meetings possible and the requirements for making virtual teams effective.

Et)ics C)ec0 So"utio(s

Ethic# Chec*A Page ,< La5! Team 9em;er#A An!one/ Team7or* i# a #tap e in co ege c a##e# to+a! an+ $#$a ! 7or*# 7e "or #t$+ent# an+ their in#tr$ctor#. Ho7e1erA occa#iona ! a rog$e mem;er 7i ta*e a+1antage o" a gro$p an+ ;are ! co a;orate. Ho7 +o !o$ +ea 7ith a #t$+ent 7ho +oe# # opp! 7or*A mi##e# team meeting#A an+ "ai # to re#pon+ to ca # or e6mai / =onparticipating team members tend to be the most common complaint among students about teamwork. 7nstructors should establish clear ground rules for dealing with 9flaky: group members, but leave the handling of such situations to the team members themselves, so that they may learn how to deal with difficult participants. 2 gradual approach should be encouraged ranging from warnings to action that is more serious. $or instance, a smart policy is to allow the team to 9fire: a noncompliant member who then has to work on another pro@ect by himself or herself. 8auging the state of the collaboration by asking students to fill out a confidential 9teamwork evaluation form: is also helpful. $inally, the larger the student team, the more likely it becomes that someone will ride on the group!s coat tails. 6ence, it!s a good idea to limit team size to (H* members. $rom the beginning, instructors should emphasize to students who form teams of three, for example, that their responsibility for the final document is (//, not ((.( percent. Ethic# Chec*A Page =, Impre##ing Ho$r In#tr$ctor ProBecting a pro"e##iona image ;egin# in !o$r ;$#ine## comm$nication c a##room an+ in other co$r#e# 7here !o$r in#tr$ctor# e1a $ate !o$r 7or* an+ !o$r participation. Imagine ho7 a pro"e##or percei1e# #t$+ent# 7ho #*ip c a##e#A arri1e ateA "orget home7or*A !a7n 7ith their ton#i # #ho7ingA che7 g$m or eatA an+ +oo+ e +$ring c a##. )hat me##age +oe# #$ch non1er;a ;eha1ior #en+/

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152

Part 4 Lecture Notes

&ven if told repeatedly, students often don!t make the connection between behavioral guidelines they read about in their textbooks and their own practice in the classroom. They also tend to forget that they are being watched and evaluated as they will be in the workplace. 2lthough the classroom is a training ground simulating workplace requirements and behavior, it ought to be taken seriously as a professional environment. =aturally, this means that instructors themselves need to lead by example.

P)oto Ess%# So"utio(

Photo E##a!A Page ,Saving lives requires effective teamwork, and the emergency watercraft teams involved in #//D!s 94iracle on the 6udson: included $)=F firefighters, =F5) police, 0oast 8uard personnel, and ferryboat captains. These rescuers were highly trained for water rescue and followed familiar procedures routinely rehearsed in rescue drills. 7n addition, the team members accepted shared leadership and displayed a strong sense of collaboration, not competition.

Vi&eo Resources
7nstructors may also show the 5rid"in" the Gap video from Bideo 1ibrary #, 9nderstandin" *eamwork' &old ,tone &reamer-4 7nstructors will find a complete discussion guide and activity solution for this video presented in this 7nstructor!s 4anual.

C)%!ter Prese(t%tio( I&e%s %(& E2tr%s

For instructors who have extra class time, we provide the following activity ideas. %. 6on"-*erm Group (oles4 To help your students gain a sense of the roles group members can play in a long-term pro@ect or task force, you may give them the following guides> TE!M P"#$E T: $#B %ES "&PT&#NS 4. 9anager, small group dynamics expert 0onducts meetings effectively )elegates work appropriately and fairly &-mails the 0&? IinstructorJ as required with team progress report or agenda and minutes Sets and distributes agenda 2ttends and contributes at all group meetings 5articipates effectively at group presentations 0ompletes group assessment documents competently $ollows up on group decisions 2. A##i#tant 9anager, small group dynamics expert $ills in for the manager Secures meeting rooms in a timely fashion 7nforms members of changes in a timely fashion 2ssists manager as needed, especially in following up group decisions
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Chapter 2 Lecture Notes and Teaching Suggestions

153 0ollects and distributes minutes 2ttends and contributes at all group meetings 5articipates effectively at group presentations 0ompletes group assessment documents competently &. Doc$ment E0pert, word processing expert 5repares final copies of documents effectively and on time 0ollects copies of all group documents and files 7nstructs group in word processing as needed 2ttends and contributes at all group meetings 5articipates effectively at group presentations 0ompletes group assessment documents competently ,. 9$ time+ia Specia i#t, presentation software expert 5repares audio-visual pro@ects effectively and on time 0ollects copies of all presentation software documents and files 7nstructs group in presentation software as needed 2ttends and contributes at all group meetings 5articipates effectively at group presentations 0ompletes group assessment documents competently <. Senior Re#earcher, print, 7nternet, electronic research expert ?rganizes research pro@ects effectively and on time &nsures that research documents and files have appropriate formatting 7nstructs group in research methods as needed 2ttends and contributes at all group meetings 5articipates effectively at group presentations 0ompletes group assessment documents competently #. ,hort-*erm Group (oles4 "hen placing students in small, temporary groups in the classroom, assign them the following roles. &ncourage students to adopt different roles in different groups or to rotate roles. SM!LL '"#(P "#LES 4. .aci itator 8ets the task at hand or pro@ect started Aeeps group focused on the purpose Aeeps meeting running smoothly Aeeps members on task 2. Recor+*eeper Aeeps a recording of the meeting 3eports the results of the group to the rest of the class

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154

Part 4 Lecture Notes

&. Time*eeper Aeeps track of time during the meeting 6elps facilitator keep meeting on track &nds meeting on time ,. Enco$rager 4akes sure that all members are participating 6elps members deal with conflicts (. Parliamentar- Pro edure4 To help your students learn how to effectively manage and take place in productive meetings, you should introduce them to the basics of parliamentary procedure. Share the following the guidelines with them> M&N&M(M '(&%EL&NES )#" (S&N' P!"L&!MENT!"* P"# E%("E R$nning 9eeting# %. #. (. *. +. ,. -. C. 0all meeting to order. 3ead minutes of last meeting. 6ear reports of treasurer and other officers. 5rocess committee reports. 0onsider old business. &ntertain new business. 7ntroduce program for meeting. 2d@ourn meeting.

9a*ing Deci#ion# %. #. (. *. +. 0hair entertains new business in the form of main motion. 4ember seconds main motion. 4ain motion is debated with chair controlling discussion. 0hair calls for a vote. 4otion passes or is defeated.

Protecting In+i1i+$a Right# %. 2ppoint a knowledgeable, ob@ective parliamentarian to enforce the rules. #. 3ise to a point of information if you do not understand discussion at hand. (. 3ise to a point of parliamentary inquiry to ask the parliamentarian about correct procedures. *. 0all for a division of the house if a voice vote is unclear. +. 2ppeal the decision of the chair and ask members to vote on whether the chair is right.

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Chapter 2 Lecture Notes and Teaching Suggestions

155 '(&%ES )#" !'EN%!S !N% M&N(TES Agen+a %. #. (. *. +. ,. -. Specify date, place, starting time, and ending time. 5rovide a statement of overall mission and purpose of the meeting. 7dentify who will attend. 1ist the topics to be covered. 7dentify the approximate amount of time for each topic. 7dentify the premeeting action or reading expected of each member. )istribute the agenda at least a week ahead of time.

9in$te# %. #. (. *. +. 5rovide date, time, and location of the meeting. 4aintain an ob@ective tone Ino editorializingJ. Summarize when possible. &xpress motions and amendments precisely. 3ecord time of ad@ournment, and if appropriate, the time of the next meeting.

*. &lass 7is ussion 5oard4 7f you have set up an online discussion board for your class, set up private topic areas for the groups in your class. 6ere group members can asynchronously discuss group pro@ects and other class assignments among themselves, without the entire class seeing their postings. These private areas also allow an excellent area for group members to share documents with each other outside of class. ISee The Technology 1ink, 0hapter %, for information on discussion boards.J +. 6istenin" and 3on1er%al &ommuni ation /0er ise4 The following paper-tearing activity is an interesting way to illustrate how important visual cues are in communicating. "hich is more important;visual or spoken messagesG "hat causes miscommunicationG 7ire tions 2sk students to take a sheet of notebook paper Ior distribute sheets of C %P# R %%-inch paperJ. Tell students to follow four simple instructions;without looking at what anyone else is doing. 8ive the following instructions, and carry them out yourself. 5ause @ust long enough after each command so that students can perform the action. %. $old your sheet of paper in half. Tear off the upper right-hand corner. #. $old it in half again, and tear off the upper left-hand corner. $old it in half again, and tear off the lower right-hand corner. "hen finished, ask students to hold up their sheets. Show yours as well. I y the way, your sheet will be most dramatic if you tear through several thicknesses with each corner tear command.J 2fter observing the varying results of such simple instructions, lead a discussion focused on the causes of miscommunication. Fou might begin by saying, 97f 7!m a good communicator and you!re good listeners, our sheets should all be the same. 3ightG:

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15'

Part 4 Lecture Notes

"hat caused the miscommunicationG "ho is to blameG 6ow could this communication transaction have been improvedG To relate this exercise to the workplace, ask how managers giving instructions could improve the likelihood of success. 6ow might listeners improve their comprehensionG 6ow should communicators react when miscommunication occursG "ho should be blamedG Source> 95aper-Tearing Trick Teaches 1esson,: *he Prior (eport, Luly %DD#, p. %.

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0outu, )., S eschloss, 4. I#//D, 4ayJ. "hy teams don!t work. :ar1ard 5usiness (e1iew# ;87<# +, DC-%/+. 3etrieved Lune %, #//D, from usiness Source 0omplete database.