MGT 18 - Final

Communicating

High Context to Low Context

(Part of Meyer’s Seven Scales on her Culture Map)

Evaluating

direct to indirect negative feedback

(Part of Meyer’s Seven Scales on her Culture Map)

Leading

egalitarian to hierarchical

(Part of Meyer’s Seven Scales on her Culture Map)

Deciding

Consensual to Top-down

(Part of Meyer’s Seven Scales on her Culture Map)

Trusting

task-based to relationship-based

(Part of Meyer’s Seven Scales on her Culture Map)

Disagreeing

confrontational to non-confrontational

(Part of Meyer’s Seven Scales on her Culture Map)

Scheduling

linear to flexible

(Part of Meyer’s Seven Scales on her Culture Map)

Persuading

Principles first to Applications first

(Part of Meyer’s Seven Scales on her Culture Map)

A system of behavior that helps us act in an accepted or familiar way

What is “culture” according to Pellegrino Riccardi?

Cognitive and Affective Trust

What are the two types of trust?

Cognitive Trust (Task-Based)

based on the confidence you feel in another person’s accomplishments, skills and reliability. This is trust from the head.

Affective Trust (Relationship-based)

arises from feelings of emotional closeness, empathy or friendship. This type of trust comes from the heart

U.S., U.K., Germany, Denmark, Australia

Task-Based Countries

Brazil, China, Saudi Arabia, Nigeria

Relationship-based Countries

1. If you’re the boss, consider skipping the meeting. Depending on the cultures you’re dealing with, both your seniority and your age may impact the willingness of others to disagree openly.

2. de-personalise disagreement by separating ideas from the people expressing them (e.g Putting ideas on a board anonymously then debating them with the group)

3. conduct meetings before the main meeting, something especially important in East Asian cultures.

4. adjust word choice avoiding stronger opinion words (e.g. “totally” “absolutely”)

What are some strategies to help facilitate constructive disagreement?

Play the Devil’s advocate

What can you do if working with a team/culture more confrontational than your own?

• How do people dress?

• How do they greet each other in the morning?

• What is the protocol for going in and out of someone’s office?

• Do people maintain eye contact when they talk?

• How far apart do people stand?

Nonverbal Communication

• Do people come to work on time? Who does and who doesn't?

• What happens when someone who is talking to someone else gets a call?

• What does a third person do when approaching two others who are already in conversation?

• Do meetings start on time?

• How long do people with appointments usually have to wait?

Mono/Polychronic Behaviors

• How do subordinates treat their superiors?

• How do superiors treat subordinates?

• Do you see evidence of bosses delegating authority or holding on to it?

• Do you see evidence of subordinates taking initiative, or just waiting for instruction?

• Whom do people eat lunch with?

• Do they only eat with their peers, or is there mixing of the ranks?

Power Distance Behaviors

• How is conflict handled?

• How is disagreement expressed?

• How is bad news or a negative concern communicated?

• How important does saving face seem to be?

• Are people generally direct or indirect in their conversation?

• Does this appear to be a high or low context workplace?

Communication Style

• When people interact, do they get to the task right away or talk more generally?

• Do people work closely together or more independently?

• Are women treated differently from men? If so, in what ways?

• What kind of behaviors in workers seem to be rewarded?

• What are people praised for?

Other workplace norms?

• Don’t underestimate the challenge

• Apply multiple perspectives

• Find the positive in other approaches

• Adjust and readjust your position

Meyer- Let these Rules Help You

- Shut up and listen
- If people don't want help, leave them alone
- Build relationships and trust

Ernesto Sirolli’s Advice about Cultural Competency

Personality

Refers to the enduring characteristics and behavior that comprise a person’s unique adjustment to life, including major traits, interests, drives, values, self-concept, abilities, and emotional patterns

1. Pioneer

2. Integrator

3. Driver

4. Guardian

What are the Four Work Profiles

Pioneer

• Adaptable

• Exploratory

• Novelty speaking

• Spontaneous

• Risk taker

• Energetic

• Outgoing

• Expressive

• Creative

• Brain-stormer

Driver

• Determined

• Risk taker

• Ambitious

• Competitive 

• Logical

• Disciplined

• tough/resolute

• Intensely Curious

• Goal-Oriented

• Experimental

Guardian

• Methodical

• Detail Oriented

• Meticulous

• Planners

• Reserved

• Controlled

• Respectful

• Realistic

• Risk Averse

• Conventional

Integrator

• Empathetic 

• Consensus Oriented

• Diplomatic

• Values Relationships

• Trusting

• Emotionally Expressive

• Ambiguity Tolerant

• Optimistic

• Contextual

• Big Picture Thinker

1. Extraversion

2. Agreeableness

3. Oppenness

4. Conscientiousness

5. Neuroticism

What are the Big Five Personality Traits

Extraversion

• High: Enjoys being the center of attention, Likes to start conversation, Enjoys meeting new people, Has a wide social circle of friends and acquaintances, Finds it easy to make new friends, Feels energized when around other people, Say things before thinking about them

• Low: Prefers solitude, Feels exhausted when having to socialize a lot, Finds it difficult to start conversations, Dislikes making small talk, Carefully thinks things through before speaking, Dislikes being the center of attention

Agreeableness

High

• Has a great deal of interest in other people

• Cares about others 

• Feels empathy and concern for other people 

• Enjoys helping and contributing to the happiness of other people

• Assists others who are in need of help

Low

• Takes little interest in others

• Doesn't care about other people’s feelings

• Has little interest in other people’s problems

• Insults and belittles others

• Manipulates others to get what they want

Openness

High

• Very creative

• Open to trying new things

• Focused on tackling new challenges

• Happy to think about abstract concepts

Low

• Dislikes changes

• Does not enjoy new things

• Resists new ideas

• Not very imaginative

• Dislikes abstract or theoretical concepts

Conscientiousness

High

• Spends time preparing 

• Finishes important tasks right away

• Pays attention to detail

• Enjoys having a set schedule

Low

• Dislikes structure and schedules

• Makes messes and doesn’t take care of things

• Fails to return things or put them back where they belong

• Procrastinates important tasks

• Fails to complete necessary or assigned tasks

Neurotcism

High

• Experiences a lot of stress

• Worries about many different things

• Gets upset easily

• Experiences dramatic shifts in mood

• Feels anxious

• Struggles to bounce back after stressful events

Low

• Emotionally stable

• Deals well with stress

• Rarely feels sad or depressed

• Doesn’t worry much 

• Is very relaxed

Brian Little - The Puzzle of Personality

• The greatest value in thinking of personality as "doing projects" rather than "having traits" is in 3 powerful words: potential for change

• Personal projects are all about the future, they point us forward

• 3 natures:

  • Biogenic (neurophysiology)

  • Idiosyncratic (individualism)

  • Sociogenic (culture)

Brian R Little

Who said this quote:

“By studying our personal projects, the
“doings” of daily lives, we can get a
different perspective and greater scope to
reflect on our lives than the study of our
“havings” alone”

• Business Chemistry identifies four primary work styles and related strategies for accomplishing shared goals

• Each of us is a composite of the four work styles, though most people’s behavior and thinking are closely aligned with one or two

• Pioneers value possibilities

• Guardians value stability

• Drivers value challenge and generate momentum

• Integrators value connections and draw teams together

Vickberg/Christfort

“Multiple Sources Model”

What is an alternative to the personality-defect theory, according to Martin Davidson

1. Identity related differences

2. role incompatibility

3. environmental stress

Multiple sources of conflict model (Davidson)

identity related differences

• Individuals bring different personal backgrounds, experiences, and cultural values when they enter organizations

• Interpretations of events and their expectations about relationships with others in the organization will vary based on different personal backgrounds, experiences, and cultural values

Role Incompatibility

• The complexity inherent in most organizations tend to produce conflict between members whose tasks are interdependent but whose roles are incompatible; this type of conflict is exemplified by the ubiquitous goal conflicts between line and staff, production and sales, marketing, and R&D

• Role incompatibility conflicts may overlap with those arising from identity differences

Environmental Stress

• Conflicts stemming from identity differences and role incompatibilities are greatly exacerbated by a stressful environment. 

• Scarcity tends to lower trust, increase ethnocentrism, and reduce participation in decision-making

• Uncertainty in the environment also fosters conflict

• This type of conflict is typically intense but it dissipates quickly once a change becomes routinized and individuals’ stress levels are lowered

1. forcing/competing

2. accomodating

3. collaborating

4. avoiding

5. compromise

Five Approaches to Conflict (Davidson)

Competing Approach

(assertive, uncooperative)

• An attempt to satisfy one’s own needs at the expense of others

• This can be done by using formal authority, physical threats, manipulation ploys, or by ignoring the claims of the other party

• The repeated use of this conflict management approach can breed hostility and resentment

Accommodating Approach (cooperative, unassertive)

• Satisfies the other party's concerns while neglecting one’s own

• Emphasis preserving positive and friendly relations over protecting one’s personal rights and privileges

• Can also create potential learning labs for the other, especially when the other party is a subordinate

Avoiding Approach (uncooperative, unassertive)

• Neglects the interests of both parties by sidestepping conflict or postponing a solution

• Tough problems tend to not be addressed and this can cause frustration among relationships

Compromising Approach

(intermediate between assertiveness and cooperativeness)

• An attempt to obtain partial satisfaction for both parties in the sense that both receive the proverbial “half loaf”

• To accommodate this, both parties are asked to make sacrifices to obtain a common gain

• Has considerable appeal to managers

Collaborating Approach

(cooperative, assertive)

• An attempt to address fully the concerns of both parties

• “Problem-solving” mode

• The intent is to find solutions to the conflict that are satisfactory to both parties rather than to find fault or assign blame

A cooperative response is intended to satisfy the needs of the interacting person; reflects the importance of the relationship

What does the “cooperation” scale reflect?

assertive response focuses on the needs of the focal person; reflects the importances of the issue

What does the “assertiveness” scale reflect?

• Distributive approach: occurs when a person approaches the conflict as managing the proportion of satisfaction of each person in the dispute

• Integration: seeks to increase the pie to work out “win-win” solutions

What are the diagonals on the 2D model of conflict and what do they represent?

• an assessment of how intricate the issues driving the conflict are 

  • If the issues are very complex, collaboration or compromising would seem more appropriate

  • If the issue is more simple, competing, accommodating, and avoiding approaches can be more effective

What is perceived issue complexity?

• Understand the cause of the conflict

• Understand your preferred style of dealing with conflict

What else does Davidson say about conflict management

1. we cease to require others to help us suppress our emotions

2. we tend to teach ourselves not to be aware of our emotions

3. we learn little about managing emotions, whether personal or others

(Davidson) What effects does the suppression of emotion have on an individual?

• Internal physical and psychological stress

• Withdrawal from participation

• Loss of energy and depression (when anger in directed inward)

• Decreased learning

• Problems and emotions that fester often affecting implementation

• Loss of opportunities to influence others (because messages carrying clear, responsible, and appropriate emotional “loading” are memorable and more likely to be influential)

• Keeping others from being affirmed and recognized

• Dampening the motivation

• Weakening the basis for receiving critical or negative affect or feedback

More undesirable effects that come from suppressing emotions (Davidson)

timing, context, and extent

(Davidson) To manage emotions skillfully, one should consider:

Timing

(Davidson) A good rule to follow is that expressing one’s emotions should follow the experiences engendering the emotions—or one’s awareness of the emotions—as soon as possible

Context

(Davidson) The best in which to express oneself is the team itself ; another ____ a post-meeting talk with a team member who said or did whatever it was it was that engendered another’s feelings

2 other alternatives are:

• mention the event and get the reaction of someone you trust and was there, have them give you a reality check and give you a source of support

• mention the event and get the reaction of someone who was NOT there to get a reality check; avoid starting satellite communications- avoid having your message spread to others

Extent

(Davidson) it is useful to think of emotional expression as a continuum

• on one end of the continuum, one may express feelings in abstract terms without other cues (i.e. saying “im angry with you” with no other nonverbal cues”)

• in the middle of the continuum, one may refer to one’s emotional experience by using some nonverbal cues, thereby lending one’s message credence and force without expressing the full charge of one’s emotion

• on the other end of the continuum is the end reflecting the fullest expression of emotions, the release of one’s feelings occur more spontaneously and is both verbal and nonverbal with the volume level of one’s voice raised—this is the most satisfactory for the sender

1. creates internal comfort; physiological stress is kept at lower levels

2. work relationships become closer and more stable; clarity of positions, honestly, and straightforwardness enhance the quality of the relationship

3. work groups and teams enhance their effectiveness and are more consistently high performers

Advantages to managing one’s emotional expressions

Derails projects
• Damages relationships
• Loses company business
• Initiatives slow to a standstill
• Goals remain unfulfilled
• Energy and creativity are siphoned off

Downsides of Conflicts in Business

• Better work outcomes – alternative solutions
• Clarify priorities and processes
• Opportunity to learn and grow
• Improved relationships – greater respect
• Job satisfaction – people are happier

Upsides of Conflicts in Business

The ability to communicate your needs, feelings,
opinions and beliefs in an open and honest manner
without violating the rights of others.

Saying “yes” when you want to and “no” when you mean “no.”
• Agreeing to do something, but not just to please someone else.
• Deciding on, and sticking to, clear boundaries.
• Being OK to defend your position, even if it provokes conflict.
• Being confident in the face of conflict should it occur.
• Understanding how to negotiate when two people want
different outcomes.
• Having a positive and optimistic outcome.

What is assertive?

A way to win every argument
• A way to get what you want
• A way to get others to feel like you feel
• A way to get others to think like you
• A way to tell everyone everything all the time

What is assertiveness NOT

Passive Behavior

Style

• Not expressing needs

• Self-devaluing

• Waiting to be led

Non-verbal Behavior

• small posture

• quiet, hesitant voice

• little eye contact

Language

• Sorry to bother you…

• I can’t seem to…

• It’s only my opinion

Assertive Behavior

Style

• Honest, open, direct

• recognizes own rights

• listens to others’ needs

Non-verbal behavior

• upright, balanced pose

• firm, clear voice

• steady eye contact

Language

• I believe/need/would like

• No (when appropriate)

• Open questions

Aggressive Behavior

Style

• Domineering, insisting

• win/lose

• not listening

Non-verbal cues

• Interrupting

• Loud

• Staring, pointing

Language

• That won’t work

• You can’t be serious

• your problem/fault

A = your feelings

B = your team/team members’ actions/behaviors

C = your proposed resolution or idea of resolution

Formula for assertive communication:

I feel A when my team [or name a team member] B, and I would
like us to discuss or resolve this by C

Emotional Intelligence (EQ)

Emotions (feelings) can drive a team forward to achieve
its goals or it can also lead to unrealistically optimistic
analysis and to dangerous action and decision-making

• Empathy

• Encouragement

• Engagement (mutual
  interest)

• Modelling

• Commitment to Mission

• Affirmation

Team Culture and Leadership - Social Skills

by making time for team members to appreciate each other’s skills, surface and manage emotional issues, and celebrate success, to cooperate more fully and
collaborate more creatively

How can you build team EQ

1. you have to want to be a leader

2. To be a leader, you have to be a student- never think of yourself as an expert

(Sinek) How do you become a leader?

1. make them work together

2. shared incentives

3. compliment publicly, criticize privately

4. leading by example- asking for help as a leader

(Sinek) How do you create teaming?

1. teach self-reliance; don’t immediately answer a question- have the person asking make a decision

   1. stop replying to all the emails sent over breaks

(Sinek) As a leader, how do you enforce accountability?

• The "Superchicken Model" Fails – Organizations often prioritize top performers, but research shows that this model leads to dysfunction, stress, and lower overall productivity.

• Collaboration Over Competition – The most successful teams are not those with the highest individual performers but those with strong social connections and cooperation.

• Social Capital Drives Success – Teams with high levels of trust, empathy, and mutual support outperform those focused on individual achievement.

• Helpfulness is Key – Workplaces thrive when employees help each other, share knowledge, and contribute to collective problem-solving.

• Hierarchies Can Be Harmful – Rigid pecking orders discourage participation and suppress innovation, leading to disengagement and inefficiency.

• Psychological Safety Matters – Environments where people feel safe to express ideas, ask questions, and make mistakes foster creativity and better problem-solving.

• Long-Term Relationships Strengthen Teams – Teams that work together over time build trust and become more effective, while frequent reshuffling weakens collaboration.

• Success is About Everyone, Not Just Stars – A culture that values every team member's contributions leads to sustainable success rather than short-term individual wins.

• Organizations Must Redefine Leadership – Leadership should focus on enabling teams to thrive rather than selecting and rewarding only top individuals.

• The Future of Work Relies on Connection – To drive innovation and resilience, businesses must shift from competition-based structures to cooperative, people-centered workplaces.

What were Heffernan’s main points in her Tedtalk, Forget the Pecking Order at Work?

(Heffernan) Social Capital

the mutual trust, reciprocity, and strong relationships that develop among team members, enabling them to work effectively together. She emphasizes that ______ is built through small, consistent interactions—such as helping each other, showing empathy, and fostering psychological safety

Coach K’s Beliefs on leadership

- A simple statement by someone with courage in a moment when people are together
- Leadership may be vocal or quiet
- You have to get to know your people and find out what type of leaders you have
- Develops leadership by teaching it on an individual basis and sometimes on a collective basis
- there is no standardized test
- If you know that a person is capable of more, you should excite them and not scare them about what they might be able to do.
- You can't give people responsibilities without empowering them to use their capabilities
- Leadership is a heavy load for many and cannot be pushed onto them

Williams and Mihaylo: Strategies to Foster Equity and Inclusion

First Step: understand the four distinct ways bias plays out in everyday work interactions
Second Step: recognize when and where these forms of bias arise day-to-day

Williams and Mihaylo: Step 1

understand the four distinct ways bias plays out in everyday work interactions
Prove it Again - Some groups have to prove themselves more than others do
Tightrope - A narrower range of behaviors is accepted from some groups than from others
Maternal Wall - Women with children see their commitment and competence questioned or face disapproval for being too career focused
Tug of War - Disadvantaged groups find themselves pitted against one another because of differing strategies for assimilating - or refusing to do so

Williams and Mihaylo: Step 2

recognize when and where these forms of bias arise day-to-day
Picking Your People
- Insist on a diverse pool
- limit referral hiring, structure interviews with skills-based questions
- establish objective criteria, define "culture fit", and demand accountability
Managing Day to Day
- Set up a rotation for office housework, and don't ask for volunteers
- respond to double standards, stereotyping
- ask people to weigh in
- Schedule meetings inclusively
- equalize access proactively
Developing Your Team
- Clarify evaluation criteria and focus on performance, not potential
- separate performance from potential and personality from skill sets
- level the playing field with respect to self-promotion
- explain how training, promotion, and pay decisions will be made, and follow those rules

Groysberg and Connolly - Great Leaders Who Make the Mix Work

- diversity creates dissent and you need that. without it you're not going to get any deep inquiry or breakthroughs
- diverse workforce also prevents an organization from becoming too insular and out of touch with its increasingly heterogeneous customer base
- contributions of women are often under-appreciated
-- Defined an inclusive culture as one in which employees can contribute to the success of the company as their authentic selves, while the organization respects and leverages their talents and gives them a sense of connectedness

Groysberg and Connolly - practices that make a difference

i. Measure diversity and inclusion
ii. HOLD MANAGERS ACCOUNTABLE
iii. Support flexible work arrangements
iv. recruit and promote from diverse pools of candidates
v. provide leadership education
vi. sponsor employee resource groups and mentoring programs
vii. Offer quality role models
viii. Make the chief diversity officer position count

Melissa Richardson, a top-performing salesperson in Chicago, is promoted to Sales Manager at ColorTech Greenhouses' Phoenix office. Excited for the opportunity, she quickly realizes that managing a team is far more complex than individual sales performance.

Richardson struggles with: Despite some early wins, including landing a major new client, Richardson’s leadership is questioned as sales decline and team morale remains low. By the end, she is overwhelmed and uncertain about her future at ColorTech.

What Happens to Melissa in “Growing Managers: Moving from Team Member to Leader”

1. Struggles with Leadership & Management Transition

• Lacks proper training in team leadership, delegation, and motivation.

• Feels unprepared for managerial responsibilities, including HR and paperwork.

• Faces difficulty applying abstract leadership training to real-life challenges.

2. Dysfunctional Sales Team

• Alex Hoffman: Top salesperson but dismissive, uncooperative, and resistant to new sales strategies.

• Gregorio Torres: Enthusiastic about ideas but underperforming in sales and disengaged.

• Sarah Vega: Unfocused, frequently late, inconsistent performance.

• Chelsea Peterson: Hostile, feels overlooked for promotions, later seeks legal action.

• Nick Ruiz: Enthusiastic but impatient for a promotion.

3. Operational & Sales Challenges

• Colombian greenhouse fungus outbreak causes major delays, affecting customer satisfaction.

• Big-box retailers demand more customization and lower prices, adding pressure.

• Confusion over previous sales reports, leading to tension with her boss.

4. Conflict with Boss (Beth Campbell)

• Campbell is demanding but offers little support or training.

• Expects Richardson to fix the team without addressing structural problems.

• Criticizes her performance without acknowledging external challenges.

5. HR & Legal Issues

• Chelsea Peterson feels discriminated against for not being considered for promotion.

• Concerns over Sarah Vega's frequent absences, possibly misusing leave policies.

6. Personal Frustration & Burnout

• Works excessively long hours, neglecting personal well-being.

• Feels isolated and unsupported, leading to self-doubt.

• Questions whether she should stay in the role or return to Chicago.

Richardson is left wondering how to turn things around or if she should leave ColorTech altogether.

Problems Richardson Faced

Team Leadership - Cardona and Miller

“The fundamental mission of a team leader is to
create and strengthen the team’s identity... The
leader has one basic responsibility: to foster the
shared objectives, which essentially are the heart of
the team and the foundation of its identity...”

Diversity… Going Beyond the rhetoric

• Commitment to diversity arises out of personal experience

• It’s a business and a moral imperative

• Diversity creates opportunity for creativity, innovation and constructive dissent

1. Be aware of the need to identify “diversity”

2. Measure diversity and inclusion (use metrics)

3. Hold managers accountable

4. Support flexible work assignments

5. Recruit and promote from diverse pools of candidates

6. Provide leadership education

7. Sponsor employee resource groups/mentoring programs

8. Offer quality role models

9. Make the chief diversity officer position count

10. Lead by example - commitment to inclusion

Diversity: Practices that make the difference

1. learn, unlearn, relearn

2. “re-create the water cooler” ; put aside time for team members to talk about personal lives instead of work- divide the time equally so everyone gets a chance to talk

3. offer allyship learning; have people learn through interactive training (97% of companies that offer dei training have allies in the workplace)

4. Do no harm; make corrections to your words so they don’t unintentionally harm people with micro-aggressions

5. Do not let micro-aggressions go in any circumstance

   1. before making decisions, you can check your biases by pausing and asking yourself self-reflection questions

6. interrupt interruptions and micro-aggressions

7. Mind you micro-aggressions

(Epler) Ways to be a better ally in the remote workplace

Resonses to a Problem

1. Exit: avoid confrontation, retreat or quit/pass; do nothing

2. Loyalty: do what is asked, go along with your boss’ or your colleagues’ expectations, give in to status quo

3. Voice: look for compromise or a win/win, transform the dilemma, be a change-maker; reframe the issue, build allyship