Unit 1 - Unit 3
Unit 1: Self-Awareness
➢ Personality
a combination of characteristics that make you unique from others.
Personality traits and characteristics can make workplaces more productive.
Knowing what your personality trait is can help you pick the best job for you
➢ Myers Briggs
Extraverted vs Introverted (extraversion vs Introversion)
Naturally drawn to the outer world of people and things
Tend to prefer being alone and recharging
Sensing vs Intuitive
Use facts and knowledge to take in information based on what they learn from their senses.
Take in information based on what one feels without conscious reasoning
Thinking vs Feelings
Gives more weight when making decisions to logical thinking and thinking things through
Gives more weight when making decisions to personal human concerns and emotions
Judging vs Perceiving
Individuals who perceive tend to absorb more information over a longer period of time and are more flexible in making decisions
Adaptable and flexible, takes longer to make decisions and can tend to procrastinate
➢ Big 5 Personality Types/Traits:
Conscientiousness
The tendency and ability to exercise self-discipline and be able to work on a goal for long-term achievements rather than immediate gratification.
Emotional stability (Neuroticism)
describes a person who is more likely to react to situations with more negative emotions like fear, sadness, guilt, and shame.
Extraversion
Someone who seeks stimulation from others or the outside world. Extroverts tend to engage with others to earn friendship, admiration, excitement, and romance.
Agreeableness
The tendency to put others before themselves and get pleasure out of caring for others. They have a great deal of empathy.
Openness to experience
Describes a person who thinks in abstract, complex, and creative ways. They enjoy playing with ideas and tend to be adventurous and intellectual.
➢ Motivation
The forces within the individual account for the level, direction, and persistence of effort expended at work.
➢ Extrinsic reward: Type of Motivational Reward
valued outcomes are given to someone by another person – Pay, praise and recognition, promotion, time off
Example: Pay; Bonuses; Promotions; Time Off; Special Assignments; Office Fixtures; Awards;Verbal Praise; Profit sharing; Stock options; Impressive titles; Preferred work assignments; Praise and recognition
➢ Intrinsic reward: Type of Motivational Reward
valued outcomes that occur naturally as a person works on a task – Feeling of competency, personal development, self-control
Example: Feelings of Competency; Personal Development; Self- Control; Participation in decision making; Increased responsibility; Opportunities for personal growth; Greater job freedom & discretion; More interesting work/Diversity of activities; Training opportunities
➢ Content motivational theory
help managers understand human needs and how people with different needs may respond to different work situations
➢ Process motivational theory
help managers understand how people give meaning to rewards and then respond with various work-related behaviors
➢ Reinforcement motivational theory
helps managers understand the environment as a major source of rewards and how these environmental consequences influence people’s behaviour
➢ Maslow’s hierarchy of needs
Physiological → Food, water, sleep, warmth
Safety → Security, stability, freedom, comfort
Social → Affection, belonging, love
Esteem → Self-respect, prestige, status
Self Actualisation → Growth, Advancement, creativity
You need the basic needs to be met before going up
➢ ERG theory – Clayton Alderfer
States that humans have 3 core types of needs:
Growth→ Self-esteem and Self Actualisation
Relatedness→ Social and Self-Esteem
Existence→ Physiological and Safety
You can have multiple at a time in no order.
➢ Two-factor theory – Frederick Herzberg
States that the factors that affect one satisfaction and needs
Hygiene factors → found in the job context, such as working conditions, interpersonal relations, organizational policies, and salary.
Motivator factors → found in job content such as a sense of achievement, recognition, responsibility, advancement, or personal growth.
➢ Acquired needs theory – David McClelland
Need for Achievement → The desire to do something better or more efficiently, to solve problems, or to master complex tasks.
Need for Affiliation → The desire to establish and maintain friendly and warm relations with other people.
Need for Power → The desire to control others, influence their behaviour, or be responsible for others.
Unit 2: Communication
➢ Four Functions of Management
Planning
Setting performance objectives and deciding how to achieve them
Organizing
Arranging tasks, people, and other resources to accomplish the work
Leading
Inspiring people to work hard to achieve high performance
Controlling
Measuring performance and taking action to ensure desired results
➢ Communication
An interpersonal process of sending and receiving symbols with messages attached to them
Key elements of the communication process: Sender, Message, Communication channel, Receiver, Interpreted meaning, and Feedback
➢ Non-verbal communication
takes place through gestures, facial expressions, body posture, eye contact, and the use of interpersonal space.
➢ Distractions
Include interruptions from cellphones/phones, drop-in visitors, a lack of privacy, etc.
Can interfere with the effectiveness of a communication attempt
This can be avoided or at least minimized through proper planning
➢ Status effect
Occur when an organization’s hierarchy of authority creates a barrier to effective communication
Filtering: the intentional distortion of information to make it appear favourable to the recipient
➢ Active listening
The process of taking action to help someone say exactly what he or she really means.
Listen for message content, Listen for feelings, Respond to feelings, Note all cues, Paraphrase and restate, and Feedback
Sender →Message →Communication channel (rich/poor) →Receiver →Interpreted meaning → Feedback
➢ Noise
Poor choice of channels
Poor written or oral expression
Failure to recognize nonverbal signals
Physical distractions
➢ Effective communication
Occurs when the intended meaning of the sender is identical to the interpreted meaning of the receiver
➢ Efficient communication
Occurs at a minimum resource cost to convey a message in the least amount of time
➢ Non-verbal message
takes place through gestures, facial expressions, body posture, eye contact, and the use of interpersonal space.
➢ Mixed messages
occur when a person’s words and nonverbal signals communicate differently.
The growing use of communication technologies causes important nonverbal communication to be lost
Workspace layout is often overlooked as a form of nonverbal communication but is being increasingly recognized for its impact on communication and behaviour. Interpersonal space is an important nonverbal cue
➢ Perception Barriers to communication
Perceptions can clearly influence how people communicate and how they actually behave toward others.
Think about the following perceptual tendencies that can cause adverse effects on working relationships:
Stereotypes
Occurs when attributes commonly associated with a group are assigned to an individual
Halo Affects
Occur when one attribute is used to develop an overall impression of a person, situation or product.
The halo effect is often used in business communication processes with consumers.
The halo effect is quite often used in marketing, and namely in advertising messages.
Selective Perception
Tendency to define problems from one’s own point of view.
Is the process by which individuals perceive what they want in media messages while ignoring opposing viewpoints
Projection
The assignment of personal attributes to other individuals
Example: When an individual, threatened by his own angry feelings, accuses another of harbouring hostile thoughts
➢ Feedback vs Constructive Feedback
Feedback — The process of telling others how you feel about something they said or did or the situation overall
Constructive Feedback — gives someone ideas to the employee or person about what they can do to improve.
➢ Written channel: (memos, emails, letters)
Simple 4 easy to convey.
require information to spread quickly
Convey forma policy
➢ Spoken Channels: (face-to-face, conference call, speeches, lecture )
complex & hard to convey where immediate feedback is needed
attempt to create supportive & inspirational climate.
➢Consumer: a person who purchases goods & services for personal use.
➢ Halo effect - used in business communication processes with Consumers.
Is often used in marketing & advertising messages
➢ 5 rules for Good listening (used for active listening)
• listen for message content
• listen/respond to feelings
• Note all cues
• Rephrase & Restate
• Feedback
➢ Ethnocentrism - tendency to consider one’s culture superior to all others.
→ can cause people to
• Not listen to others
• Address or speak to Others in different ways that alienate them
• use inappropriate stereotypes in dealing with someone from another culture.
➢ Technology Utilization
Information technologies facilitate communication
Speeds messages and information from one person to another.
Functional - if the information is accurate and useful
Dushunchonal - if the information is false, distorted or based on a rumour
Unit 3: Leading
➢ Leader
the person who leads or commands a group, organization, or country
➢ Leadership
the process of inspiring others to work hard to accomplish important tasks
➢ Servant Leader
Commitment to serving others – followers more important than leader
“Other centered,” not “self-centered”
Focuses on empowerment, not on power
➢ Administrators
Individuals who are responsible for the planning and implementation of overseeing the operations of an organization.
Administrators work in many different workplaces, including businesses, government agencies, educational institutions, healthcare facilities, and non-profit organizations.
➢ Integrity
Having honesty, credibility, and consistency in putting values into action
Having integrity allows your followers to gain trust
When your actions coincide with your values, you are exercising integrity
—-----------------------------------------------------------------------------------------------
Leadership Styles
➢ Human Relations Leadership Style
Emphasizes people over work
Concern for others is high; concern for the task at hand is low
➢ Laissez-faire Leadership Style
Shows little concern for the task at hand
Let the group make decisions
Acts with a “do the best you can and don’t bother me” attitude
Concern for the task is low; concern for the people is low
➢ Democratic Leadership Style
Committed to task and people
Getting things done while sharing information
Encouraging participation in decision-making
Helping people develop skills and competencies
➢ Autocratic Leadership style – Task-Oriented
Emphasizes work over people
Keeps authority and information within the leader’s tight control
Acts in a unilateral command-and-control fashion
Concern for the task is high; concern for the people is low
—-----------------------------------------------------------------------------------------------
➢ Visionary leader
a leader who brings to the situation a clear and compelling sense of the future as well as an understanding of the actions needed to get there successfully
Principles:
Challenges the process – are a pioneer, encourage innovation, support people who have ideas
Shows enthusiasm - inspires others through personal enthusiasm to share in a common vision.
Challenges:
Helps others to act by being a team player and supports the efforts and talents of others
Sets the example by being a consistent role model of how others can and should act
Celebrates achievements by bringing emotion into the workplace. They rally “hearts” and “minds”
➢ Contemporary Theory – Servant Leadership
Commitment to serving others – Followers more important than leader
“Other-centered,” not “self-centered”
Focuses on empowerment, not on power
—-----------------------------------------------------------------------------------------------
➢ Transactional leadership style
Focuses on the accomplishment of tasks and good
Transactional leaders use conventional rewards and punishments to gain compliance from their followers.
Guide and/or motivate their followers toward established goals by clarifying role and task requirements.
Transactional leadership is a building block that helps support transformational leadership.
By itself, transactional leadership is insufficient to meet contemporary leadership challenges
Example:
Coach Carter
➢ Transformational leadership style
Persons whose vision and strength of personality have an extraordinary impact on others
Once believed to be born with this talent, today, we believe that it can be developed with careful planning and practice.
Leaders provide individualized consideration and intellectual stimulation and possess charisma.
Example:
Steve Jobs
Elon Musk
Jeff Bezos
—---------------------------------------------------------------------------------------------
➢ Power and different types of power (eg expert power)
Power of the Position
Reward power: power is earned when you offer something of value as a means of influencing others – Example: "If you complete your homework before dinner, I'll let you go out with your friends after"
Legitimate power: you influence others because of your authority in the office – Example: "I am your parent; what I say goes"
Coercive power: punishment or withholding something as a means of influencing others – Example: "If you don't complete your homework before dinner, you do not get to go out with your friends"
Power of the Person
Relational power: you can work well with others to achieve a goal
Example: "In order for us to achieve our vision, we need to get this done by the end of this week."
Referent power: you can influence others because they want to connect with you.
Example: "I just really look up to this person, I connect with them and their story."
Expert power: you can influence others because of your knowledge
Example: "I have years of experience in the field of motivation, I can help you learn the tools to live a better life."
➢ Empowerment
enable others to gain and use decision-making power
distributes decision-making power throughout an organization
➢ Emotional Intelligence
is the ability of people to manage themselves and their relationships effectively
Self-Awareness: understand one’s own moods and emotions; understand the impact of one’s work on others
Self-Regulation: think before acting and have control of otherwise disruptive impulses
Motivation: work hard with persistence and to work for reasons other than money or status
Empathy: understand the emotions of others and use this understanding to better relate to them
➢ Organization
group of individuals working together to achieve a goal/satisfy an objective to fulfill their purpose (mission)
➢ Productivity
An overall measure of the quantity and quality of outputs relative to the cost of inputs
➢ Performance Effectiveness
An output measure of task or goal accomplishment (“Doing the right things”)
➢ Performance efficiency
An input measure of the resource costs associated with goal accomplishment - (“Doing things right")