Leading - Comprehensive Chapter Notes

Leading

Unit 4 Overview

• The unit covers leading, individual behavior, motivation theory and practice, and teams, teamwork, and collaboration.
• Howard Schultz, CEO of Starbucks, emphasizes the importance of the people industry over merely serving coffee.

Learning Goals

• Describe the nature of leadership.
• Explain important leadership traits and behaviors.
• Describe the contingency theories of leadership.
• State and explain current issues in leadership development.
• Explain the communication process.
• Describe how communication can be improved.

Developing Leaders: A Firm's Most Important Job

• A.G. Lafley's Transition at P&G:
  • Lafley stepped down as CEO of Procter & Gamble (P&G) after 10 years, replaced by Bob McDonald.
  • Lafley intentionally distanced himself during the transition, symbolizing a change in leadership.
• Bob McDonald's Background:
  • McDonald has a global career, including turning around P&G's laundry products division in Canada.
  • He succeeded by adapting to the local culture and valuing his team, avoiding a "one-size-fits-all" approach.
• P&G's Leadership Development:
  • P&G prioritizes leadership development, captured in a "Talent Portfolio" (a blue binder).
  • The portfolio identifies high-potential leaders, those "at risk," and readiness for promotion.
  • For each major job, there are at least three possible candidates.
  • Executives are evaluated every six months on financial measures, leadership, and team-building abilities.
  • Evaluations come from bosses, lateral managers, and direct reports.
• Benchmark:
  • Leadership development at P&G is supported from the top, with executives expected to develop leadership skills in themselves and others.
  • P&G was recognized as one of the World's Best Companies for Leaders by Fortune magazine.

Integrity

• Definition: Integrity is being honest, credible, and consistent.
• Lack of Integrity Examples:
  • Giving special treatment to favored people.
  • Willingness to lie.
  • Blaming others for personal mistakes.
  • Letting others take blame for personal mistakes.
  • Wanting others to fail.
  • Falsifying reports and records.
  • Instigating conflict and disharmony.
  • Taking credit for others' ideas.
  • Stealing.
• Peter Drucker's View: The notion of "service" is central to integrity; leaders serve the organization.
  • It's a leader’s duty to subordinate their likes, wishes, preferences to the welfare of the institution.
  • A leader must see the world as it is, not as they want it to be.
• Integrity Line:
  • Leaders should be humble and selfless.
  • Leaders should avoid being dishonest, inconsistent, conceited and selfish.

Leading

• Definition: Inspiring others to work hard to accomplish important tasks.
• Leadership vs. Management:
  • Grace Hopper: "You manage things; you lead people."
  • Barry Posner: Managers deal with the status quo; leaders focus on change.
  • Tom Peters: Leaders thrive through the successes of others, not necessarily being the best performers themselves.
• Core Consensus: Great leaders bring out the best in people.
• Modern Challenges:
  • Shorter time frames for accomplishments.
  • Expectation of getting things right the first time.
  • Complex, ambiguous, and multidimensional problems.
  • Maintaining focus on long-term goals amidst short-term pressures.

The Nature of Leadership

• Leadership is inspiring others to work hard to accomplish important tasks.
• It is one of the four management functions: planning, organizing, leading, and controlling.
• Planning sets the direction and objectives.
• Organizing brings together resources to turn plans into action.
• Leading builds commitment and enthusiasm.
• Controlling ensures results.

Leadership and Power

• Leadership success rests on the ability to make things happen for the team or organization's goals.
• Power Definition: The ability to get someone else to do something you want done or to make things happen the way you want.
• Positive power is influencing and controlling others for the good of the group or organization.
• Leaders gain power from their positions and personal qualities.
• Position power includes reward, coercive, and legitimate power.
• Personal power includes expertise, referent, and relational power.

Position Power

• Reward Power:
  • Ability to influence through rewards (pay raises, bonuses, promotions).
  • Manager's message: "If you do what I ask, I'll give you a reward.”
• Coercive Power:
  • Ability to influence through punishment (reprimands, pay penalties, termination).
  • Manager's message: "If you don't do what I ask, I'll punish you."
• Legitimate Power:
  • Ability to influence through authority (rights of office).
  • Manager's message: "I am the boss; therefore, you are supposed to do as I ask."

Personal Power

• Expert Power:
  • Ability to influence through special expertise and information.
  • Manager's message: "You should do what I want because of my special expertise or information.”
• Referent Power:
  • Ability to influence through identification (admiration and wanting to identify with you).
  • Manager's message: "You should do what I want in order to maintain a positive, self-defined relationship with me."
• Relational Power:
  • Ability to work and function well in a team toward a collective goal.
  • Manager's message: "You should do what I want because it is in the best interests of the team."

Leadership and Vision

• Great leaders inspire and motivate others toward a common purpose, using their power well.
• Vision is a future one hopes to create to improve the present.
• Visionary Leadership:
  • A leader with a clear and compelling sense of the future.
  • Understands the actions needed to get there successfully.
  • Involves having a clear vision, communicating it, and motivating/inspiring people to pursue it.
  • Brings meaning to people's work.
• Lorraine Monroe Leadership Institute:
  • Mission: develop and support public school leaders who view solid education as a necessity for transforming children’s lives.
  • Monroe Doctrine: Reform society only if every place we live becomes a site of reform.
  • Leader articulate a vision that others are inspired to follow and makes everybody in an organization understand how to make the vision active.

Leadership as Service

• The concept of "service" is central to integrity; leaders act as servants of the organization (Peter Drucker).
• Servant Leadership:
  • Commitment to serving others and helping them use their talents for organizations that benefit society.
  • Focuses on the needs of followers over the leader.
  • Shifts the focus away from the self and toward others.
  • Generate empowerment in terms of the leadership directions and opportunities.
• Empowerment:
  • Managers enable and help others gain power and achieve influence.
  • Involves providing information, responsibility, authority, and trust to make decisions independently.
  • Power is not a zero-sum quantity; everyone can gain power.
• Servant leadership quotes:
  • Robert Greenleaf: Institutions function better when the idea, the dream, is to the fore, and the person, the leader, is seen as servant to the dream.
  • Max DePree: Praises leaders who permit others to share ownership of problems to take possession of the situation.
  • Lorraine Monroe: Real leader is a servant of the people she leads; a really great boss is not afraid to hire smart people.

Knowledge & Understanding 1

• Define leadership.
• Define power.
• Describe the "positive” face of power.
• State and define the three types of position power.
• State and define the three types of personal power.
• Define vision.
• Define visionary leadership.
• What is servant leadership?
• What is empowerment?
• Explain the benefits of servant leadership.

Leadership Traits and Behaviours

• Leadership success has been studied from trait, behavioral, and contingency approaches.
• Each approach offers a slightly different explanation of leadership effectiveness and development.

Leadership Traits

• Early research focused on universal traits that distinguish effective leaders (the "great person theory").
• Physical characteristics don't determine leadership success.
• Certain personal traits are common among the best leaders.
• Study of over 3,400 managers found that followers admired leaders who were honest, competent, forward-looking, inspiring, and credible.
• Kirkpatrick and Locke's Personal Traits of Successful Leaders:
  • Drive: High energy, initiative, and tenacity.
  • Self-confidence: Trust in themselves and confidence in their abilities.
  • Creativity: Original in their thinking.
  • Cognitive ability: Intelligence to integrate and interpret information.
  • Job-relevant knowledge: Knowledge of their industry and its technical foundations.
  • Motivation: Enjoy influencing others to achieve shared goals.
  • Flexibility: Adapt to fit the needs of followers and situations.
  • Honesty and integrity: Trustworthy, honest, predictable, and dependable.

Leadership Behaviors

• Research shifted to how leaders behave with followers (leadership styles).
• Leadership style is the recurring patterns of behaviors exhibited by leaders.
• Research at Ohio State University and University of Michigan focused on two dimensions of leadership style:
  • Concern for the task.
  • Concern for the people doing the work.
• Ohio State studies used the terms initiating structure and consideration.
• University of Michigan studies used production-centered and employee-centered.
• Leader Behaviors:
  • High Concern for Task: Plans work, assigns responsibilities, sets standards, urges completion, monitors performance.
  • High Concern for People: Acts warm and supportive, maintains good relations, respects feelings, is sensitive to needs, shows trust.
• Leadership Grid (Blake and Mouton): Describes how leaders vary in tendencies toward people and production concerns.
  • The preferred combination is "high-high" leadership called the team manager.
  • This leader shares decisions with team members, empowers them, encourages participation, and supports teamwork.

Classic Leadership Styles

• Autocratic Style: (Authority-Obedience Manager) Emphasizes task over people, retains authority and information, acts in a command-and-control fashion.
• Human Relations Style: (Country Club Manager) Emphasizes people over tasks.
• Laissez-Faire Style: (Impoverished Manager) Shows little concern for the task, lets the group make decisions, acts with a “do the best you can and don’t bother me” attitude.
• Democratic Style: (Team Manager) High People, High Task; Committed to both task and people, shares information, encourages participation, and helps others develop their skills.

Knowledge & Understanding 2

• State and define the personal traits identified by Kirkpatrick and Locke.
• Define leadership styles.
• Identify the two dimensions of leadership styles.
• Illustrate the leader behaviours consistent with a high concern for task.
• Illustrate the leader behaviours consistent with a high concern for people.
• State and describe the five types of leaders in Blake and Mouton's leadership grid.
• State and describe the four classic leadership styles.

Contingency Approaches to Leadership

• Scholars recognized the need to examine under what circumstances any one leadership style is preferable to others.
• Contingency approaches aim to understand conditions for leadership success in different situations.
• This approach looks at when and under what cirucmstances a type of leadership is best.

Fiedler's Contingency Model

• Good leadership depends on a match between leadership style (task-motivated or relationship-motivated) and situational demands.
• Understanding Leadership Style:
  • Measured on the least-preferred co-worker scale (LPC).
  • Task-motivated leaders (low LPC score).
  • Relationship-motivated leaders (high LPC score).
  • Leadership style is part of one's personality and difficult to change.
  • Key to success is using existing styles in appropriate situations.
• Understanding Leadership Situations:
  • Situational control is critical.
  • Contingency variables to diagnose situational control:
    • Leader-member relations (good or poor) - degree to which the group supports the leader.
    • Task structure (high or low) - extent to which task goals, procedures, and guidelines are clearly spelled out.
    • Position power (strong or weak) - degree to which the position gives the leader power to reward and punish subordinates.
• Matching Leadership Style and Situation:
  • Neither task-oriented nor relationship-oriented leadership is effective all the time.
  • Each style works best when used in the right situation.
  • Proposition 1: A task-oriented leader will be most successful in high-control or low-control situations.
  • Proposition 2: A relationship-oriented leader will be most successful in situations of moderate control.

Hersey-Blanchard Situational Leadership Model

• Successful leaders adjust their styles based on the maturity of followers (readiness to perform).
• Readiness is based on how able, willing, or confident followers are to perform tasks.
• Styles:
  • Delegating—Low Task, Low Relationship: Allowing the group to take responsibility for task decisions.
  • Participating—Low Task, High Relationship: Emphasizing shared ideas and participative decisions on task directions.
  • Selling—High Task, High Relationship: Explaining task directions in a supportive and persuasive way.
  • Telling—High Task, Low Relationship: Giving specific task directions and closely supervising work.
• Delegating works best in high-readiness situations.
• Telling works best in low-readiness situations.
• Participating is recommended for low-to-moderate-readiness followers.
• Selling is for moderate-to-high-readiness followers.
• Leadership styles should be adjusted as followers change over time.

Path-Goal Leadership Theory

• Robert House's theory suggests that an effective leader clarifies paths for followers to achieve task-related and personal goals.
• Leaders help followers by clarifying goals, removing barriers, and providing valued rewards.
• Styles:
  • Directive leadership: Letting subordinates know what is expected; giving directions; scheduling work; maintaining standards; clarifying the leader's role.
  • Supportive leadership: Making work more pleasant; treating members as equals; being friendly and approachable; showing concern.
  • Achievement-oriented leadership: Setting challenging goals; expecting high performance; emphasizing continuous improvement; displaying confidence.
  • Participative leadership: Involving subordinates in decision-making; consulting with subordinates; asking for suggestions.
• Path-Goal Contingencies:
  • Use leadership styles that fit situational needs.
  • Add value by contributing things that are missing or need strengthening.
  • Avoid redundant behaviors.
• Important contingencies include:
  • Follower characteristics (ability, experience, locus of control).
  • Work environment characteristics (task structure, authority system, work group).
• Appropriate leadership examples:
  • Unclear job assignments: directive leadership.
  • Low worker self-confidence: supportive leadership.
  • Poor performance incentives: participative leadership.
  • Insufficient task challenge: achievement-oriented leadership.

Substitutes for Leadership

• Aspects of the work setting and people involved that reduce the need for a leader's personal involvement.
• Leadership is already provided from within the situation.
• Include:
  • Subordinate characteristics (ability, experience, independence).
  • Task characteristics (routineness, availability of feedback).
  • Organizational characteristics (clarity of plans, formalization of rules).
• Managers should focus on other and more important leadership contributions.

Leader-Member Exchange Theory (LMX)

• Leaders develop “special” relationships with some team members.
• People fall into "in-groups" and "out-groups."
• In-group:
  • Best performers, enjoy high-exchange relationships with the leader.
  • Special assignments, privileges, and access to information.
• Out-group:
  • Excluded from these attributions and benefits;
  • Low-exchange relationship with the leader.
• As a leader and follower interact over time, their exchanges define the follower's role.
• Benefits and downfalls of LMX:
  • High LMX can have positive implications for rewards, access to information, and other favorable treatments
  • Low-LMX relationships can mean fewer rewards, less information, and little or no special attention.

Leader-Participation Model (Vroom-Jago)

• Leadership success results when the decision-making method used by a leader best fits the problem being faced.
• Decisions:
  • Authority decision is made by the leader and then communicated to the group.
  • Consultative decision is made by a leader after receiving information, advice, or opinions from group members.
  • Group decision is made by group members themselves.
• The leader's choice among the decision-making methods is governed by three rules:
  • Decision quality: based on who has needed information.
  • Decision acceptance: based on the importance of follower acceptance.
  • Decision time: based on the available time..
• Authority Decisions:
  • Work best when:
    • Leaders have the expertise to solve the problem;
    • They are confident and capable of acting alone;
    • Others will accept the decision; and
    • Little time is available.
• Consultative & Group Decisions:
  • Work best when:
    • The leader lacks expertise or information;
    • The problem is unclear;
    • Acceptance and commitment are necessary;
    • Adequate time is available.
• Benefits of participation:
  • Improves decision quality by bringing more information.
  • Improves decision acceptance through commitment.
  • Contributes to leadership development.
• Potential cost:
  • Lost efficiency.

Knowledge & Understanding 3

• Explain how contingency theories are different from the leadership traits theories.
• What is the LPC scale?
• What does the LPC scale measure?
• Describe what Fiedler believes in relation to leadership style and personality.
• State and explain Fiedler's three contingency variables.
• State the two propositions according to Fiedler.
• Explain what the maturity of followers refers to in the Hersey-Blanchard situational leadership model.
• State and explain the four leadership styles in the Hersey-Blanchard situational leadership model.
• How does the path-goal leadership theory differ from Fiedler's contingency model?
• State and explain the four leadership styles in the path-goal leadership theory.
• According to the path-goal leadership theory, define follower characteristics and work environment characteristics.
• What are substitutes for leadership?
• State four possible substitutes for leadership.
• Describe the follower in a high-LMX relationship.
• Describe the follower in a low-LMX relationship.
• Define an authority decision.
• Define a consultative decision.
• Define a group decision.
• State the three rules of decision-making according to the Vroom-Jago model.
• When do authority decisions work best?
• When do consultative and group decisions work best?

Issues in Leadership Development

• There is interest in "superleaders" or charismatic leaders with extraordinary impact.
• Charisma can be developed with foresight and practice.

Transformational Leadership

• Transactional leadership focuses on frameworks, style adjustments, task management, and reward allocation.
• Notable absent from this approach is enthusiasm or emotion.
• Transformational leadership is inspiring; leaders are personally excited about their work and arouse others to seek extraordinary performance accomplishments.
• Transformational leaders raise aspirations and shift systems into new, high-performance patterns.
• Followers are enthusiastic, work hard, remain loyal, and strive for superior performance.
• Challenges for leaders include those with inspiration and compelling personality.
• Qualities of a Transformational Leader:
  • Vision: Having ideas and a clear direction, communicating these to others, developing excitement about shared “dreams.”
  • Charisma: Using personal reference and emotion to arouse enthusiasm, faith, loyalty, pride, and trust.
  • Symbolism: Identifying “heroes” and holding ceremonies to celebrate excellence.
  • Empowerment: Helping others develop by removing obstacles, sharing responsibilities, and delegating challenging work.
  • Intellectual stimulation: Gaining involvement by creating awareness of problems and stirring imaginations.
  • Integrity: Being honest and credible, acting consistently out of personal conviction, and following through on commitments.

Emotional Intelligence and Leadership

• Emotional intelligence (EI) is linked with leadership effectiveness, especially in senior management.
• Daniel Goleman defines EI as “the ability to manage ourselves and our relationships effectively.”
• EI skills can be learned.
  • Self-Awareness: to understand our own’ moods and emotions, and to understand their impact on our work and on others.
  • Self-Management: is the ability to think before we act and to control otherwise disruptive impulses.
  • Motivation: able to work hard with persistence and for reasons other than money and status.
  • Social awareness: have the ability to understand the emotions of others and to use this understanding to better relate to them.
  • Relationship Management: This is the ability to establish rapport with others and to build good relationships and networks.

Gender and Leadership

• Men and women can be equally effective as leaders.
• Research supports the gender similarities hypothesis; males and females are very similar psychologically.
• HOWEVER: Research shows that men and women are sometimes perceived differently as leaders.
• Women are expected to act as "take care" leaders (supportive and nurturing).
• Men are expected to act as "take charge" leaders (task-oriented and directive).
• Interactive Leadership Style: Women/Female managers are more participative in decision-making than men; strong on motivating others, fostering communication, listening, mentoring, and supporting high-quality work.
• Interactive leaders are good communicators and typically act in a democratic and participative manner.
• In today's organizations, successful leadership requires the capacity to lead through openness, positive relationships, support, and empowerment for both men and women.

Moral Leadership

• Society expects organizations to be run with moral leadership, using ethical standards of being “good” and “correct.”
• Requires high ethical standards, building/maintaining ethical cultures, helping/requiring others to behave ethically.
• Begins with personal integrity (honesty, credibility, and consistency in putting values into action).
• Managers in high-pressure environments need leadership strongly anchored in personal integrity.
• Authentic leadership is activated by the positive psychological states of confidence, hope, optimism, and resilience which allows for clear reflection and actions in decision making.

Drucker's “Old-Fashioned” Leadership

• Leadership effectiveness must have strong foundations.
• Emphasizes defining and establishing a sense of mission and accountability.
• Essentials:
  • Define and communicate a clear vision.
  • Accept leadership as a responsibility, not a rank.
  • Surround yourself with talented people.
  • Don't blame others when things go wrong.
  • Keep your integrity; earn the trust of others.
  • Don't be clever; be consistent.

Knowledge & Understanding 4

• Define transactional leadership.
• Define transformational leadership.
• State the qualities of a transformational leader.
• What is emotional intelligence?
• State and describe the five elements of emotional intelligence.
• What is the gender similarities hypothesis?
• State the differences between men and women leaders.
• Define interactive leadership.
• What is moral leadership?
• Define integrity.
• What is authentic leadership?
• State Drucker's leadership wisdom.

The Communication Process

• Communication is an interpersonal process of sending and receiving symbols with messages attached to them.
• Key questions: "Who?" (sender) "Says what?” (message) "In what way?” (channel) "To whom?” (receiver) "With what result?” (interpreted meaning).
• A sender encodes an intended message into symbols (verbal and nonverbal).
• The message is sent through a channel to a receiver, who decodes it.
• Interpretation may or may not match the sender's intentions.
• Feedback conveys the receiver's response back to the sender.

Effective Communication

• Good oral and written skills are critical and the foundation of effective leadership.
• Through communication, people exchange information, share understandsing and influence behaviors.
• Effective communication: The sender's message is fully understood by the receiver.
• Efficient communication: Occurs at minimum cost in terms of resources expended.
• Poor skills can limit effectiveness, and efficiency is sometimes traded for effectiveness.
• Barriers can hurt both effectiveness and effeciency.

Communication Barriers

• Noise interferes with the effectiveness of the communication process.
• Common sources of noise:
  • Poor choice of channels.
  • Poor written or oral expression.
  • Failures to recognize nonverbal signals.
  • Physical distractions.
  • Status effects.

Poor Choice of Channels

• A communication channel is the pathway through which a message moves from sender to receiver.
• Good managers choose the right channel or combination of channels.
• Written channels are acceptable for simple messages, extensive dissemination, and formal policies.
• Spoken channels work best for complex messages and immediate feedback; more personal and creates a supportive climate.

Poor Written or Oral Expression

• Communication is effective only if the sender expresses a message clearly.
• Words must be well chosen and properly used.
• National Commission on Writing found that over one-third of employees were deficient in writing skills, costing employers over $3 billion annually for training.
• Effective email usage and formal speaking skills must be developed and practiced in order to be effective.

Failure to Recognize Nonverbal Signals

• Nonverbal communication takes place through hand movements, facial expressions, body posture, eye contact, and interpersonal space.
• Can transmit 55% of message's impact and creates context for communications.
• A problem in electronic communications is loss of gestures and nonverbal signals, lowering effectiveness.
• Mixed message: A person's words communicate one thing, while their actions, body language, appearance, or interpersonal space communicate something else.
• You can be communicating with or without speaking.

Physical Distractions

• Interruptions like telephone calls, drop-in visitors, and lack of privacy interfere with communication.
• Distractions can be avoided or minimized through proper planning, and intention should also be there.

Status Effects

• Hierarchy creates another potential barrier to effective communications. (Corporate cover-up).
• Fear of retribution for bringing bad news, an unwillingness to identify personal mistakes, or just a general desire to please can be a potential situation.
• Filtering: The intentional distortion of information to make it appear favorable to the recipient.
• Can lead to poor decisions due to biased and inaccurate information.

Knowledge & Understanding 5

• What is communication?
• Define effective communication.
• Define efficient communication.
• Provide examples of effective communication methods.
• Provide examples of efficient communication methods.
• Why is it difficult to be effective and efficient simultaneously?
• What is a communication channel?
• List the common communication barriers.
• Define nonverbal communication.
• Define mixed message.
• How might someone react physically to feeling under attack?
• Define filtering.

Improving Communication

• Things to reduce noise, overcome barriers, and improve communication:
  • Active listening.
  • Constructive feedback.
  • Use of space.
  • Choosing channels.
  • Understanding electronic communication.
  • Interactive management.
  • Cross-cultural sensitivity.

Active Listening

• Active listening helps the source of a message say what he or she really means.
• Being sincere and trying to find the full meaning of what is being said, while controlling emotions and withholding premature evaluations.
• Rules of Active Listening:
  1. Listen for message content: Try to hear exactly what content is being conveyed in the message.
  2. Listen for feelings: Try to identify how the source feels about the content in the message.
  3. Respond to feelings: Let the source know that her or his feelings are being recognized.
  4. Note all cues: Be sensitive to nonverbal and verbal messages; be alert for mixed messages.
  5. Paraphrase and restate: State back to the source what you think you are hearing.

Constructive Feedback

• Feedback is the process of telling someone else how you feel about something that person did or said or about the situation in general.
• Feedback may be:
  • Evaluative.
  • Interpretive.
  • Descriptive.
• Ensure that feedback is useful and constructive, rather than harmful.
• A manager should also make sure that feedback is always understandable, acceptable, and plausible.
• Guidelines for giving feedback:
  • Give feedback directly and with real feeling, based on trust between you and the receiver.
  • Make sure that feedback is specific rather than general; use good, clear, and preferably recent examples to make your points.
  • Give feedback at a time when the receiver seems most willing or able to accept it.
  • Make sure the feedback is valid; limit it to things the receiver can be expected to do something about.
  • Give feedback in small doses; never give more than the receiver can handle at any particular time.

Space Design

• Proxemics involves the use of space in communication of messages both consciously and unconsciously.
• The distance between people conveys varying intentions in terms of intimacy, openness, and status.
• Physical layout of an office or room is a form of nonverbal communication.

Channel Selection

• Channel richness is the capacity to carry information in an effective manner.
• Face-to-face communication is high in richness, enabling two-way interaction and real-time feedback.
• Written reports, memos, and text messages are low in richness due to impersonal, one-way interaction with limited feedback.
• Managers need to understand the limits of channels and choose wisely.

Electronic Communication

• The era of communication includes use of email, voice mail, text messages, instant messaging, teleconferencing, online discussions, video conferencing, virtual meetings, intranets, and web portals.
• Need to be aware of how and when to use these mediums.
• Also must consider your purpose and privacy.
• Electronic messages fly with equal speed and intensity; needs to factual based to be functional.
• Grapevine can be helpful or lead to rumors and mistrust.

Interactive Management

• Interactive management approaches use a variety of means to keep communication channels open between levels.
• Management by wandering around (MBWA)—dealing directly with subordinates by regularly spending time walking around and talking with them.
• Communicating face to face to find out what is going on.
• Electronic communication also offers means to use electronic office hours, discussions, or consults.

Cross-Cultural Communication

• Communicating when the sender and receiver are from different cultures presents a significant challenge.
• Cultural differences exist in nonverbal communication.
• The best cross-cultural communicators take the time to learn about other cultures and customs.
• Ethnocentrism: The tendency to consider one's culture superior to any and all others, which can impact communications negatively.

Knowledge & Understanding 6

• What is active listening?
• State the five rules of active listening.
• Define feedback.
• State three of the guidelines for giving feedback.
• Define proxemics.
• Define channel richness.
• State methods of communication that are high in channel richness.
• State methods of communication that are low in channel richness.
• What are the advantages and disadvantages of methods of communication that are low in channel richness?
• Why is "Thanx 4 the IView," not appropriate communication in an email to thank a prospective employer for an interview?
• State five tips for managing your email.
• What is the electronic grapevine?
• What is MBWA? Why is it important?
• State four forms of electronic interactive management.
• Define ethnocentrism.