HUMAN BEHAVIOR IN THE

ORGANIZATION

Professor: Reynald M. Antaso

BSBA 21
Saturday (10:30-2:30)
Room 215/211
 Motivation and
Organizational Behavior
Sense of familialism (pagkakamag-anak) –
a central feature in Filipino culture that is
reflected in the different interactions that
they engage in. The family interest is
foremost in making decisions on the type
of work that one engages in. The benefits
of the financial rewards are contextualized
in terms of how these will improve the
conditions of the family and contribute to
their social mobility.
The tenacity to improve one’s self and
their condition in society reflects the
Filipino’s pagsusumikap – One is expected
to work hard to improve their life. The “be
perceived” otherwise is a stigma and is
avoided in Filipino society. This desire to
further one’s self (kaunlaran) applies even
if it means leaving the country to seek this
advancement.
EARLY THEORIES OF MOTIVATION
Maslow’s Hierarchy of Needs Theory
Developed by Abraham Maslow in the
1950s. His theory states that with every
individual there is a hierarchy of five needs.
As each need is met or satisfied the next
need becomes dominant. His theory posits
that individuals are stuck in their existing
need level until it is satisfied and then they
can move on to the next level.
EARLY THEORIES OF MOTIVATION
Maslow’s Hierarchy of Needs Theory
1. Physiological needs – these are the
basic needs for sustaining life such as
food, water, air, shelter and sleep.
Employees may be motivated by fair wages
to meet their basic needs such as food and
shelter.
EARLY THEORIES OF MOTIVATION
Maslow’s Hierarchy of Needs Theory
2. Security or safety needs – these are
needs to be free of any physical
danger, threat and deprivation and of
the fear of losing a job or shelter.
Providing a safe working environment,
including health insurance and job security,
can motivate employees to feel secure in
their roles.
EARLY THEORIES OF MOTIVATION
Maslow’s Hierarchy of Needs Theory
3. Affiliation or acceptance needs –
people are social beings; and
therefore, they need to belong and to
be accepted by others.
Organizing team-building activities and
fostering a sense of community within the
workplace can fulfill employees' need for
social belonging.
EARLY THEORIES OF MOTIVATION
Maslow’s Hierarchy of Needs Theory
4. Esteem needs – this type of need
produces satisfaction such as power,
prestige, status, self-confidence and
self-worth.
Recognizing employees' achievements
through awards, promotions, or public
praise can satisfy their need for recognition
and respect.
EARLY THEORIES OF MOTIVATION
Maslow’s Hierarchy of Needs Theory
5. Need for self-actualization – this is a
desire and aspiration of an individual to
become what one is capable of becoming
– to maximize one’s potential and to
accomplish something that is worthy
recognition.
Offering opportunities for personal and
professional development, such as training
programs or mentorship, can help employees
realize their full potential.
EARLY THEORIES OF MOTIVATION
Theory X, Theory Y
Developed by Douglas McGregor in 1950.
He believed that there are two distinct
views of human beings that managers
hold.
EARLY THEORIES OF MOTIVATION
Theory X and Theory Y
The Theory X view is basically negative and
holds that workers have little ambition,
lazy, dislike work, and avoid responsibility.
The Theory Y view is in contrast to X and
sets forth that workers tend to be self-
directed, enjoy work, and accept
responsibility.
EARLY THEORIES OF MOTIVATION
Herzberg’s Two-Factor theory
This theory sets forth that satisfaction and
dissatisfaction are not opposites, but two
separate ideas.
•Hygiene factors – are a set of factors that
when present will help to avoid
dissatisfaction in workers; includes such
things as salary, working conditions, and
company policies.
EARLY THEORIES OF MOTIVATION
Herzberg’s Two-Factor theory
•Motivators – another set of factors that
when present will help to cause
satisfaction in workers; includes things
such as growth, responsibility, and
achievement.
The presence of hygiene factors does not
cause satisfaction; it just helps avoid
dissatisfaction.
EARLY THEORIES OF MOTIVATION
McClelland’s need theory.
Proposed by psychologist David McClelland. This theory is
based on the idea that people are motivated in the
workplace by three main needs.
• First need is the need for achievement or the drive to
excel in relation to a set of defined standards.
• Second is the need for power, to make others behave in a
way that they would not have behaved otherwise.
• Final is the need for affiliation. Affiliation looks at the
relationship aspect and the desire for close relationships.
People will have varying levels of these needs, which
makes this theory difficult to measure.
CONTEMPORARY THEORIES OF MOTIVATION
Self-determination theory:
People prefer to have control over their actions so
when they feel they are forced to do something they
previously enjoyed, motivation will decrease
• Cognitive evaluation theory: Proposes that the
introduction of extrinsic rewards for work (pay) that
was previously intrinsically rewarding tends to
decrease overall motivation
• Self-concordance: considers how strongly people’s
reasons for pursuing goals are consistent with their
interests and core values.
CONTEMPORARY THEORIES OF MOTIVATION
Self-efficacy theory- Developed by Albert
Bandura. This theory is based on an
individual’s belief that he or she is capable of
performing a task. This theory is a complement
to the goal-setting theory, as it incorporates
goals into the process. Higher efficacy is
related to greater confidence, greater
persistence in the face of difficulties, and
responding to negative feedback by working
harder, not shutting down.
CONTEMPORARY THEORIES OF MOTIVATION
Equity Theory- The idea is that employees
compare their ratios of outcomes to inputs
of others they see as relevant. When they
see the ratios as equal, there is a perceived
state of equity and no tension arises.
However, when they perceive the ratios to
be unequal, they may experience anger or
guilt depending on the result of the equity
analysis, and then tension can arise.
CONTEMPORARY THEORIES OF MOTIVATION
Expectancy Theory:
This theory proposes that individuals are
motivated to act in certain ways based on their
beliefs about the link between effort,
performance, and outcomes. According to this
theory, individuals are more likely to be
motivated if they believe that their efforts will
lead to successful performance, and that
successful performance will be rewarded with
outcomes they value.
 Strategies for Improving Motivation
and Job Satisfaction in the Workplace
Based on the Key Motivation Theories
Maslow’s Hierarchy of Needs
•Physiological Needs: Ensure fair
compensation, access to nutritious meals, and
comfortable working conditions.
•Safety Needs: Implement workplace safety
protocols, provide job security, and offer
health insurance and retirement benefits.
•Social Needs: Foster a sense of belonging
through team-building activities, open
communication, and collaboration.
Maslow’s Hierarchy of Needs
•Esteem Needs: Recognize and reward
employees' contributions through
performance evaluations, promotions,
and opportunities for advancement.
•Self-Actualization Needs: Offer
opportunities for skill development,
career growth, and challenging
assignments that allow employees to
reach their full potential.
Herzberg's Two-Factor Theory:
Strategy: Focus on both hygiene factors and
motivators to enhance job satisfaction and
motivation:
•Hygiene Factors: Ensure that basic needs such
as fair compensation, safe working conditions,
and job security are met to prevent
dissatisfaction.
•Motivators: Provide opportunities for
employees to take on challenging projects,
receive recognition for their achievements,
and advance in their careers based on
performance.
Herzberg's Two-Factor Theory:
Strategy: Adopt a Theory Y management
approach that empowers and trusts
employees to take ownership of their
work:
•Delegate decision-making authority and
responsibility to employees, allowing
them to contribute their ideas and
insights to decision-making processes.
Herzberg's Two-Factor Theory:
•Provide opportunities for autonomy and
self-direction in how employees perform
their work, allowing them to choose the
best approaches to achieve their goals.
•Foster a supportive and collaborative
work environment where employees feel
valued, respected, and trusted to
contribute to organizational success.
Goal-Setting Theory:
Strategy: Set specific, challenging goals that
motivate employees to achieve their best
performance:
•Collaboratively set SMART (Specific,
Measurable, Achievable, Relevant, Time-
bound) goals with employees, ensuring
alignment with organizational objectives.
•Provide regular feedback and support to help
employees track their progress towards their
goals and make adjustments as needed.
Goal-Setting Theory:
Strategy: Adopt a Theory Y management
approach that empowers and trusts
employees to take ownership of their
work:
•Delegate decision-making authority and
responsibility to employees, allowing
them to contribute their ideas and
insights to decision-making processes.
Theory X and Theory Y:
•Provide opportunities for autonomy and
self-direction in how employees perform
their work, allowing them to choose the
best approaches to achieve their goals.
•Foster a supportive and collaborative
work environment where employees feel
valued, respected, and trusted to
contribute to organizational success.
QUIZ
1.
What is the primary focus of Maslow's
Hierarchy of Needs theory?
a) Intrinsic motivation
b) Extrinsic rewards
c) Psychological needs progression
d) Social comparison
2.
According to Herzberg's Two-Factor
Theory, what are the factors that cause
satisfaction in the workplace called?
a) Hygiene factors
b) Motivational factors
c) Extrinsic rewards
d) Social needs
3.
Which motivation theory emphasizes the
importance of three basic psychological
needs: achievement, power, and
affiliation?
a) Maslow's Hierarchy of Needs
b) Herzberg's Two-Factor Theory
c) Self-Determination Theory
d) McClelland’s Theory of Needs
 4.
According to Expectancy Theory, what three
factors influence an individual's motivation
to perform a task?
a) Effort, performance, reward
b) Ability, resources, support
c) Expectancy, instrumentality, valence
d) Recognition, advancement, compensation
 5.
What does Equity Theory propose regarding
motivation in the workplace?
a) Employees compare their inputs and
outcomes to those of others
b) Employees are motivated by intrinsic rewards
only
c) Employees are motivated by extrinsic rewards
only
d) Employees' motivation depends solely on job
security
 6.
According to Maslow's Hierarchy of Needs,
which need must be satisfied before higher-
level needs become motivating factors?
a) Self-actualization needs
b) Esteem needs
c) Safety needs
d) Physiological needs
 7.
Which motivation theory suggests that
individuals weigh the effort required to
perform a task against the perceived
outcome or reward?
a) Equity Theory
b) Expectancy Theory
c) Goal-Setting Theory
d) Self-Determination Theory
 8-10.
Most people think they are “worth more”
than they are paid. Most employees seem to
feel that they exhibit better leadership skills
than other. What can you say about this?
GROUP ACTIVITY
Case Study 1:
ABC Manufacturing Company is struggling
with high turnover rates and low employee
morale. Despite offering competitive
salaries, many employees are leaving the
company within a short period of time. The
management team wants to address this
issue by understanding and applying
Maslow's Hierarchy of Needs theory.
Case Study 1:
1. Discuss how Maslow's Hierarchy of Needs
could help explain the challenges faced by
the company.
2. Identify which level(s) of needs from
Maslow's hierarchy are likely not being
met for the employees.
3. What strategies that the company could
implement to address the unmet needs
and improve employee motivation and
retention?
Case Study 2:
Retail Store ABC has been experiencing high
turnover rates among its sales staff. Many
employees express dissatisfaction with their
work environment, citing low morale, lack of
recognition, and limited opportunities for
advancement. Despite efforts to implement
incentive programs and performance-based
rewards, employee motivation remains low. As
a result, the store is struggling to meet sales
targets and provide quality customer service.
Case Study 2:
1. What are the main factors contributing to
low employee motivation at Retail Store
ABC?
2. How might theories of motivation, such as
Maslow's Hierarchy of Needs or Herzberg's
Two-Factor Theory, help explain the
situation?
3. What strategies could Retail Store ABC
implement to improve employee
motivation and engagement?
Case Study 3:
Manager ABC oversees a team of customer
service representatives in a call center. While
Manager ABC is highly experienced and
knowledgeable, they have a tendency to
micromanage their team and enforce strict
rules and procedures. As a result, employees
feel disempowered and demotivated, leading
to high turnover rates and low morale within
the team. Manager ABC believes that
employees need to be closely monitored and
controlled to ensure productivity and
performance.
Case Study 3:
1. What are the potential consequences of
employing a Theory X leadership approach
in a modern workplace?
2. How might Manager ABC's leadership style
contribute to the organizational behavior
challenges faced by the customer service
team?
3. What strategies could Manager ABC adopt
to transition towards a Theory Y
leadership style and empower their team
members?
Role Playing:
You are a manager leading a team meeting.
Several team members express concerns
about feeling overwhelmed and stressed
due to heavy workloads and tight
deadlines. They mention feeling exhausted
and burnt out, impacting their motivation
and job satisfaction.
Role Playing:
1. Assign roles such as manager,
employees.
2. Role-play a meeting where the
manager identify and addresses the
employees' needs based on Maslow's
hierarchy.
Role Playing:
You are a human resources manager at a
medium-sized software development
company. Over the past few months,
several employees have expressed
dissatisfaction with their compensation
and workload, feeling that they are not
being fairly rewarded for their
contributions compared to their
colleagues.
Role Playing:
Assign roles such as
•HR Manager (You): Responsible for managing
employee relations and addressing concerns
related to fairness and equity.
•Employee 1 (John): Feels underpaid compared
to colleagues with similar experience and
qualifications.
•Employee 2 (Emily): Feels overworked and
believes that her efforts are not adequately
recognized or rewarded.
Role Playing:
1. Role-play a scenario where the HR manager
interacts with the employees and address
their concerns using Equity Theory principles.
2. Assign roles such as
• HR Manager (You): Responsible for managing
employee relations and addressing concerns related
to fairness and equity.
• Employee 1 (John): Feels underpaid compared to
colleagues with similar experience and
qualifications.
•Employee 2 (Emily): Feels overworked and
believes that her efforts are not adequately
recognized or rewarded.
UNDERSTANDING WORK
TEAMS
What is a team?
Give examples of work teams.
Scenario 1:
A group of students working together to complete
a class project.
Scenario 2:
A person completing a solo project at work
without any input from colleagues.
Scenario 3:
A basketball team strategizing together during a
timeout.
Scenario 4:
A person studying alone for an exam.
Scenario 5:
Scientists collaborating on a research project.
Scenario 6:
A person gardening alone in their backyard.
Scenario 7:
A group of friends playing a sport together.
Scenario 8:
A chef cooking a meal independently in a
restaurant kitchen.
A team is defined as a group of people who
perform interdependent tasks to work
toward accomplishing a common mission or
specific objective.
Characteristics of Teams in organizational
behavior:
•Common Purpose: Teams have a clear and
shared understanding of their collective
objectives, whether it's completing a
project, solving a problem, or achieving a
specific outcome.
Characteristics of Teams in organizational
behavior:
•Interdependence: Team members rely on
each other to contribute their unique skills,
knowledge, and expertise to achieve the
team's goals. The success of the team is
dependent on the collective effort of all its
members.
Characteristics of Teams in organizational
behavior:
•Mutual Accountability: Team members
hold each other accountable for their
individual contributions and the overall
success of the team. Each member is
responsible for fulfilling their role and
meeting their commitments.
Characteristics of Teams in organizational
behavior:
•Shared Leadership: While teams may have
designated leaders or managers, effective
teams often distribute leadership
responsibilities among members based on
their expertise and experience. This shared
leadership fosters collaboration and empowers
team members to take ownership of their
work.
Characteristics of Teams in organizational
behavior:
•Open Communication: Effective
communication is essential for team
success. Team members openly share
information, ideas, and feedback, creating a
supportive and transparent environment
where everyone's voice is heard.
Characteristics of Teams in organizational
behavior:
•Conflict Resolution: Conflicts may arise
within teams due to differences in opinions,
personalities, or approaches. However,
effective teams are skilled at managing and
resolving conflicts constructively, turning
them into opportunities for growth and
innovation.
Types of Work Teams
•Project Teams:
They are formed to complete a specific project
or task within a defined timeframe. They are
often temporary and disbanded once the
project is completed. Project teams typically
include members with relevant skills and
expertise needed to accomplish the project
objectives, such as project managers, subject
matter experts, and stakeholders.
Types of Work Teams
•Virtual Teams:
This type of team uses computer technology to
bring people together to achieve a common
goal. Typically, these types of teams get right
to work with little socializing but need to
overcome time and space constraints to
accomplish the task
Types of Work Teams
•Cross-Functional Teams:
Cross-functional teams consist of members
from different functional areas or
departments within an organization. They
bring together individuals with diverse skills,
knowledge, and expertise to address
complex problems or tasks that require input
from multiple disciplines.
Types of Work Teams
•Self-Managed Teams
A self-managed team, also known as a self-
directed team or autonomous team, is a
group of individuals within an organization
who are empowered to manage their own
work processes, make decisions, and fulfill
their collective goals without direct
supervision from a manager or supervisor.
Key Roles in Work Teams
•Leader or Facilitator:
The leader or facilitator provides direction,
guidance, and support to the team. They are
responsible for setting goals, delegating tasks,
and ensuring that the team stays focused and
motivated. The leader also facilitates
communication, resolves conflicts, and helps
the team overcome obstacles.
Key Roles in Work Teams
•Coordinator or Project Manager:
The coordinator or project manager oversees
the execution of tasks and ensures that the
project stays on track. They are responsible for
planning, scheduling, and coordinating
activities, as well as monitoring progress and
managing resources. The coordinator acts as a
liaison between team members, stakeholders,
and external parties.
Key Roles in Work Teams
•Subject Matter Expert (SME):
The subject matter expert possesses specialized
knowledge, skills, or expertise relevant to the
project or task at hand. They provide insights,
advice, and guidance to the team based on
their domain knowledge. SMEs may contribute
technical expertise, industry insights, or
specialized skills required to accomplish specific
objectives.
Key Roles in Work Teams
•Communicator:
The communicator facilitates open and effective
communication within the team. They ensure
that information is shared transparently,
messages are conveyed clearly, and all team
members have the opportunity to voice their
opinions and ideas. The communicator may also
be responsible for documenting meeting
minutes, updating project status reports, and
disseminating information to stakeholders.
Key Roles in Work Teams
•Team Player:
The team player demonstrates collaboration,
cooperation, and a willingness to support their
fellow team members. They contribute to a
positive team dynamic by actively participating in
discussions, offering assistance when needed, and
celebrating team achievements. The team player
values diversity, respects others' opinions, and
works towards shared goals.
Key Roles in Work Teams
•Innovator or Creative Thinker:
The innovator or creative thinker generates new
ideas, solutions, or approaches to problem-
solving. They think outside the box, challenge
conventional thinking, and inspire the team to
explore innovative possibilities. The innovator may
introduce new concepts, methodologies, or
technologies that enhance the team's
effectiveness and drive innovation.
Key Roles in Work Teams
•Quality Assurance Expert:
The quality assurance expert ensures that
deliverables meet established quality standards
and requirements. They perform reviews,
inspections, or testing to identify defects, errors,
or deviations from specifications. The quality
assurance expert works closely with team
members to address quality issues, implement
corrective actions, and deliver high-quality results.
TURNING INDIVIDUALS INTO TEAM PLAYERS
Team players are indispensable human assets of many
organizations, and these organizations would want to
make sure that they are available when their services are
needed.
• Selection: Need employees who have the interpersonal
as well as technical skills
• Training: Workshops on problem-solving,
communications, negotiation, conflict management,
and coaching skills
• Rewards: Encourage cooperative efforts rather than
individual ones
TURNING INDIVIDUALS INTO TEAM PLAYERS
Team players are indispensable human assets of many
organizations, and these organizations would want to
make sure that they are available when their services are
needed.
• Selection: Need employees who have the interpersonal
as well as technical skills
• Training: Workshops on problem-solving,
communications, negotiation, conflict management,
and coaching skills
• Rewards: Encourage cooperative efforts rather than
individual ones
A project team has been formed to develop a new
marketing campaign for a product launch. The team
consists of members from marketing, design, and sales
departments. Despite having clear goals and objectives,
the project team encounters communication breakdowns
and misalignment of priorities. The marketing team
focuses on creative aspects of the campaign but
overlooks input from the sales team regarding target
audience and market trends. The design team receives
conflicting feedback from marketing and sales, leading to
confusion and delays in finalizing campaign materials.
The sales team feels their input is disregarded by other
team members, resulting in frustration and a lack of buy-
in for the campaign.
Questions for Reflection:
• What are the main communication challenges faced by the
project team in this scenario?
• How do communication breakdowns impact the team's ability
to achieve its goals and objectives?
• What steps could the team take to improve communication
and alignment among members from different departments?
• How can the team foster a culture of open communication,
collaboration, and mutual respect?
• What strategies can be implemented to ensure that all team
members feel heard and valued during the decision-making
process?
 COMMUNICATION
Communication is the process of transmitting
information and common understanding from
one person to another
Components of the communication process:
Sender:
The sender is the person or entity who initiates the
communication by formulating and transmitting a
message. The sender's goal is to convey information,
ideas, or emotions to the receiver.
Message:
The message is the content or information that the
sender intends to communicate. It can take various
forms, including verbal, written, visual, or non-verbal
cues such as body language or facial expressions.
Sometimes during the transmission of a message,
distortion happens from the sender to the
receiver which we call noise. Noise is anything
that distorts a message:
•different perception of the message,
•language barriers,
•interruptions,
•emotions,
•attitudes and
•even how we interpret one’s message
Components of the communication process:
Encoding:
Encoding refers to the process of translating
the sender's ideas or thoughts into a form
that can be transmitted effectively through a
chosen communication channel. This may
involve selecting words, symbols, or gestures
to convey the message.
Components of the communication process:
Channel:
The channel is the medium through which
the encoded message is transmitted from
the sender to the receiver. Channels can
include face-to-face conversations, phone
calls, emails, letters, memos, video
conferences, or even non-verbal channels
like gestures or facial expressions.
Components of the communication process:
Decoding:
Decoding is the process by which the
receiver interprets and understands the
message sent by the sender. It involves
translating the encoded message back into
meaningful information based on the
receiver's knowledge, experiences, and
cultural background.
Components of the communication process:
Receiver:
The receiver is the individual or group for whom
the message is intended. Receivers play a
crucial role in the communication process as
they interpret and respond to the message.
Their understanding of the message depends on
factors such as their attention, perception, and
comprehension skills.
Components of the communication process:
Feedback:
Feedback is the response or reaction provided
by the receiver to the sender's message. It
indicates whether the message was understood
as intended and helps in confirming mutual
understanding. Feedback can be verbal or non-
verbal and can occur through various channels,
such as verbal acknowledgment, gestures, or
written responses.
In an organization communication flows in
three different directions. It can flow
downward from the top management to
people in lower levels of the organization. It
can flow up from workers on the ground
floor to the CEO or it can flow between or
within departments in a lateral movement.
TYPES OF CHANNELS
Formal channels - these channels transmit
messages that are related to the professional
activities of the members, such as email,
memos, and planned speeches.
Informal channels - used to transmit personal
or social messages. This channel is more
spontaneous in nature and a result of individual
choices such as who you eat lunch with.
Direction of Communication:
Downward Communication
•Is that of superior to subordinate or
management to employees
•One-way communication
•Managers explain why a decision was made,
but do not solicit advice or opinions of
employees.
Direction of Communication:
Upward Communication
•Is a communication of subordinates to
superior or of employees to managers
•Keeps managers aware of how employees
feel about their jobs, coworkers, and the
organization
Direction of Communication:
Lateral Communication
•Communication that occurs between
members of a work group, members at the
same level in separate work groups, or any
other horizontally equivalent workers o
Saves time and facilitates coordination
Direction of Communication:
Lateral Communication
• The grapevine an unofficial, informal
communication and not controlled by
management nor do they feed it information.
However, employees see it as a very believable
and reliable form of communication.
MODES OF COMMUNICATION
Oral Communication - A primary means of conveying
messages. Speeches, formal one-on-one and group
discussions, and the informal rumor mill or grapevine are
popular communications.
Advantages
• Speed
• Feedback
• Simple to correct
Disadvantages
• Potential for distorted message when passed through a
number of people
MODES OF COMMUNICATION
Written Communication - Includes letters, e-
mails, instant messaging, organizational
periodicals, and any other method that convey
written words or symbols.
•Any method that conveys written words or
symbols
•The longest lasting form of communication
Barriers to Effective Communication
Physical Barriers – distances between people,
could be because of a wall, internet
connection, signal from different networks. Is
the environmental and natural condition that
act as barrier in communication in sending
message from sender and receiver
Barriers to Effective Communication
Physical Barriers – distances between people,
could be because of a wall, internet connection,
signal from different networks. Is the
environmental and natural condition that act as
barrier in communication in sending message
from sender and receiver.
Sematic Barriers – the words we choose, how we
use them and the meaning we attach to them
cause many communication barriers.
Barriers to Effective Communication
Psychosocial Barriers – associated with
psychological and social barriers
•Experience – different sets of values, beliefs and
perception of different individuals
•Filtering – we see and hear what we are
emotionally tuned in to see and hear
•Psychological distance between people that is
similar to actual physical distance
Implications for Managers
• Remember that your communication mode will partly
determine your communication effectiveness.
• Obtain feedback from your employees to make
certain your messages are understood.
• Remember that written communication creates more
misunderstandings than oral communication.
• Make sure you use communication strategies
appropriate to your audience and the type of
message you’re sending.
Quiz:
1. Juan here is the report you asked me to
complete. Let me know if I need to make any
changes.
a. vertical-downward
b. vertical-upward
c. Horizontal
d. Grapevine
Quiz:
2. “Jackson, I just closed a larger sales order with
Tyson, but I had to guarantee delivery by next
Tuesday. Can you produce 100 units on time?
a. vertical-downward
b. vertical-upward
c. Horizontal
d. Grapevine
Quiz:
3. “Hi Tyler, please take this over to the mail
room right away for me”
a. vertical-downward
b. vertical-upward
c. Horizontal
d. Grapevine
Quiz:
4. “Jamal, have you heard that President Flynn
is using the company jet to take his mistress
out on dates?
a. vertical-downward
b. vertical-upward
c. Horizontal
d. Grapevine
Quiz:
5. “Judy, will you please hold this so I can put it
together-the way I help you all the time”
a. vertical-downward
b. vertical-upward
c. Horizontal
d. Grapevine
Quiz:
6. A type of channel that used to transmit
personal or social messages.
a. Formal Channel
b. Informal Channel
c. Channel
Quiz:
7. A Communication that flows to a higher
level.
a. Upward Communication
b. Lateral Communication
c. Channel
Quiz:
8. A Communication that flows from one level to a
lower level.
a. Upward Communication
b. Channel
c. Downward Communication
Quiz:
a. Face-to-Face b. Telephone c. Meeting d. Presentation
e. Memo f. Letter g. Report h. Poster
9. An employee came in late for work again today. This is not acceptable
behavior and needs to stop.
10.The supervisors is getting together with a few employees to discuss a
new procedure that will be going into effect in a week
11.Shelly, the supervisor, is expecting needed material for production this
afternoon. She wants to know whether it will arrive on time to make
the product.
12.Employees have been leaving the lights on when no one is in the
break room. As the manager concerned for saving electricity, you want
employees to shut off the light when they leave.
13.The boss asked for the sales data for the quarter.
Quiz:
TRUE or FALSE
14. In nonverbal communication, facial expressions, gestures, and
posture are considered verbal cues.
15. In the communication process, feedback only flows from the
receiver to the sender.

16-18
Make an illustration of the Communication Process
19-20
How are you going to ensure that your messages are clearly
understood by others in your everyday communication?