BUSCOM-2 Flashcards
(82 cards)
1
Q
________ is common and can arise from competition for resources, poor
communication, and differing values, leading to strained relationships, low morale, and
reduced productivity if unmanaged.
A
Workplace conflict
2
Q
WHAT ARE THE CAUSES OF WORKPLACE CONFLICT
A
- Poor Communication
- Difference in Personality, Values, and Beliefs
- Unclear Roles and Responsibilities
- Workload Imbalances and Job-Related Stress
- Unmet Expectations
3
Q
- Disagreements or tensions between two or more persons are referred to as
_________. arises from conflicting
personalities, different working styles, or unresolved grievances, leading to
stress, disrupted teamwork, and lowered morale at work.
A
Interpersonal Conflict
4
Q
- The term ___________- describes disputes or difficulties that arise
between members of the same team or department. Disagreements over
differing opinions, unclear expectations, or perceived inequities in effort
distribution can harm group performance, efficiency, and unity if not properly
addressed.
A
Intragroup Conflict
5
Q
- Disagreement between distinct groups within an organization is known as
i_____________-, and it typically involves rivalry for resources, conflicting
goals, or competing interests. Conflicts of this nature have the potential to
hinder cooperation, lower organizational effectiveness generally, and
increase group competition or mistrust.
A
Intergroup Conflict
6
Q
- Disputes that arise from more significant structural problems inside an
organization, such as its structures, policies, leadership decisions, and
cultural values, are referred to as organizational conflicts. If this kind of
conflict is not handled appropriately, it can depress morale and disturb the
peace inside the company.
A
Organizational Conflict
7
Q
Fully concentrating on the speaker’s message without
interrupting, followed by summarizing or paraphrasing for clarity.
A
Active Listening:
8
Q
Encouraging comprehensive responses to gain
deeper understanding.
A
Use of Open-Ended Questions:
9
Q
Recognizing and
validating others’ emotions while maintaining composure.
A
Demonstrating Empathy and Emotional Intelligence:
10
Q
Restating what has been communicated to
avoid misinterpretations.
A
Clarification and Paraphrasing:
11
Q
Expressing personal concerns without assigning blame,
e.g., “I feel concerned when deadlines are missed because it affects our team’s
progress.”
A
Use of “I” Statements:
12
Q
_____ is a structured dialogue between two or more parties aimed at reaching a
mutually acceptable agreement on a particular issue or set of issues.
A
Negotiation
13
Q
Defining objectives, priorities, and acceptable
compromises while anticipating the other party’s interests.
A
Preparation and Planning:
14
Q
Establishing a positive relationship and finding common
ground to ease tensions.
A
Building Rapport:
15
Q
Addressing the underlying needs rather
than rigid demands.
A
Focusing on Interests, Not Positions:
16
Q
Proposing alternative solutions
that satisfy both parties.
A
Generating Multiple Options for Mutual Gain:
17
Q
Supporting arguments with factual data, policies, or
industry benchmarks to ensure fairness.
A
Using Objective Criteria:
18
Q
- Instead of presenting a single proposal, offer several options at once. This
approach helps you understand the other party’s preferences and opens up
opportunities for mutually beneficial agreements.
A
Make Multiple Offers Simultaneously
19
Q
- Grant the other party the right to match any future offers you receive. This
provides them with a sense of security while allowing you to explore other
opportunities.
A
Include a Matching Right
20
Q
- When there’s uncertainty about future events, agree on specific outcomes
based on how those events unfold. This allows both parties to proceed with
the deal while addressing potential risks.
A
Try a Contingent Agreement
21
Q
- Decide in advance what the consequences will be if either party doesn’t
fulfill their obligations. This clarity helps prevent disputes and ensures
fairness.
A
Negotiate Damages Upfront
22
Q
- After reaching an agreement, revisit the terms to see if further
improvements can be made. This collaborative review can lead to even
better outcomes for both parties.
A
Search for Post-Settlement Settlements
23
Q
______________ provides a framework for understanding cultural
differences across nations. It identifies six key dimensions that influence how individuals in
different cultures behave and interact.
A
Geert Hofstede’s cultural dimensions theory
24
Q
reflects the extent to which less powerful members of a society
accept and even expect that power is distributed unequally.
A
Power Distance Index:
25
_________This dimension contrasts cultures that prioritize individual needs and
goals.
__________emphasise group harmony, loyalty, and interdependence.
1. Individualism
2. Collectivism-
26
___________This dimension measures the degree to which a culture values
assertiveness, competition, and material success.
___________Nurturing, cooperation, and quality of life.
1. Masculinity-
2. Femininity-
27
__________ This dimension shows how much a culture tolerates
ambiguity and uncertainty.
_______ cultures prefer clear rules, structure, and predictability.
________ cultures are more comfortable with risk and change.
1. Uncertainty Avoidance Index (UAI):
2. High UAI
3. Low UAI
28
_________This dimension contrasts cultures that focus on long-term planning,
perseverance, and future rewards.
__________emphasize tradition, fulfilling social obligations, and immediate gratification.
1. Long term-
2. Short term-
29
____________dimension contrasts cultures that freely gratify basic human desires.
________suppress them through strict social norms.
1. Indulgence-
2. Restraint-
30
_____________ relies heavily on shared understanding and implicit messages,
with less emphasis on explicit verbal communication.
High-context communication
31
_____________ prioritizes clear, direct, and explicit verbal messages, leaving less
room for interpretation.
Low-context communication
32
______________ it is the process of transmitting messages, ideas, or information in
written symbols, like letters, emails, reports, and other written forms. This mode creates a
permanent record of information so that messages can be referred to and read again over time and
is widely used in professional and academic settings.
Written Communication -
33
________________ it involves conveying information and concepts via speech. This
can occur in person, via phone, or online, and is marked by immediate feedback and clarification
from others. Events such as meetings, presentations, and informal conversations typically utilize
oral communication to enable dynamic and interactive exchanges.
Spoken/ Oral Communication -
34
___________, on the other hand, refers to passing of information from one person
to another without speaking or verbal language, e.g., facial expression, gestures, body posture, and other
movement. has a higher possibility of expressing emotion and intention
stronger than verbal communication. For example, a smile indicates warmth and crossed arms indicating
defensiveness
Non-verbal communication
35
- It is made up of physical movements that convey feelings or purposes without words, such as
crossing arms, tapping feet, or leaning closer. ____________ plays a crucial role in the reception
and interpretation of messages, applicable to both informal and formal communication.
Body Language
36
- These are voluntary motions such as waving, pointing, or making hand signals that support or
substitute for verbal communication. They may range extensively in significance from one
culture to another, and therefore are a strong yet sometimes vague medium of communication.
Gestures
37
- This conveys feelings of happiness, sadness, anger, or surprise and are usually universal to all
cultures. One look can say more than a paragraph of words, so facial signals are critical for
interpreting emotional context.
Facial Expressions
38
- These express attitudes and confidence—standing upright can express confidence, while
slouching may express disinterest or tiredness. It also assists others in determining how
interested or open an individual is in communication.
Posture
39
- This refers to the interpretation of body movements, including facial expressions, gestures,
posture, and eye behavior. These non-verbal cues can convey emotions and intentions, often
complementing or substituting verbal messages.
Kinesics
40
- It involves conveying messages through touch, such as handshakes, hugs, or pats on the back.
Touch can express a range of emotions, from affection and familiarity to aggression and
dominance.
Haptics
41
- This refers to the appearance of an individual, including clothing, hairstyle, and accessories,
which communicates non-verbal messages about their personality, status, and intentions.
Objects and artifacts, like uniforms or personal items, can also convey information about one's
role or identity.
Personal Appearance, Objects, and Artifacts
42
- It is the study of how people use space in communication. The physical distance maintained
during interactions can indicate levels of intimacy, comfort, or authority.
Proxemics
43
- It includes the physical setting and context which plays a role in non-verbal communication.
Elements like room layout, lighting, and decor can influence the mood and nature of interactions.
Environment
44
- This can evoke specific emotions and associations, influencing perceptions and behaviors. For
instance, red may signify passion or urgency, while blue can convey calmness or trust.
Color theory
45
- Beyond spoken words, sounds such as tone, pitch, and volume contribute to non-verbal
communication. These auditory elements can express emotions, emphasize points, or indicate
sarcasm.
Sound
46
- It pertains to communication through scent. Smells can trigger memories, convey personal
hygiene, or influence attraction and social interactions.
Olfactics
47
- This examines how time affects communication. Punctuality, response time, and the pacing of
interactions can convey respect, urgency, or interest.
Chronemics
48
- The ___________cultures view time linearly, valuing schedules and punctuality, while
__________________ cultures see time as fluid, emphasizing relationships over strict adherence to
schedules.
Monochronic/ polychronic
49
- It involves the vocal elements that accompany speech, such as tone, pitch, and volume. These
cues can modify the meaning of verbal messages, conveying emotions or attitudes.
Paralanguage or vocalics
50
- This can be a powerful communicative tool, which indicates contemplation, discomfort, or
agreement. Its interpretation often depends on cultural norms and the context of the interaction.
Silence
51
The________is the feeling or attitude that underlies our words as it often shows if we are friendly,
sarcastic, annoyed, or sincere.
tone
52
Our voice can be characterized as having a ________ that is high or low, and it helps the listeners derive
meaning that goes beyond the literal words.
pitch
53
Although frequently overlooked, ______ is also an important aspect of communication. A pause of
a moment can be used to reinforce an argument, provide time for the audience to reflect, or calm feelings.
silence
54
__________ happens within the organization. It includes messages shared
between coworkers, managers, or departments. It keeps everyone aligned and updated.
Internal communication
55
_______________the exchange of information between the organization and
outsiders — like customers, clients, or the public.
External Communication
56
__________ is about teamwork and operations; __________ is about
building relationships and sharing info publicly.
1. Internal
2. external
57
________________ is structured and follows official channels within the organization.
It is often documented and used for official announcements and procedures.
Formal Communication
58
______________ encompasses casual, unofficial interactions that occur naturally
among employees. This type of communication is spontaneous and often helps in
building relationships and facilitating quick information sharing.
Informal communication
59
_________ derived from a Latin word meaning "To Share". The actionable
transfer of information from one person, group, or place to another by writing, speaking, or using a
medium that provides a means of understanding.
-Communication
60
The _______ comes up with an idea and sends a message in order to share information
with others.
1.Sender/Source-
61
The _________ is the information or subject matter the source is intending to share.The
information may be an opinion, feelings, instructions, requests, or suggestions.
message
62
____________The source may encode information in the form of words, images, sounds, body language,
and more. There are many definitions and categories of communication channels to describe their role
in the communication process, including verbal, non-verbal, written, and digital.
Channel-
63
The ________ is the person for whom the message is intended. This person is charged with
decoding the message in an attempt to understand the intentions of the source.
receiver
64
_______the response, reaction, or information provided by the receiver to the sender, indicating
how the message was received and understood
Feedback-
65
______________refers to anything that interferes with the effective transmission and reception of a message,
hindering the message from being understood correctly.
Noise-
66
____________ involves a single sender transmitting information to a receiver without any
immediate feedback or interaction.For example a television broadcast or a public announcement.
One-way communication
67
__________, on the other hand, involves a reciprocal exchange of information between
two or more parties. There's a dialogue, with both sender and receiver actively participating.A good
example of this is the conversation between person to person, a meeting, or even an email exchange
with replies are examples of ___________
Two-way communication
68
These barriers are environmental challenges people face during communication due
to their surroundings.
1.Physical barriers -
69
This barrier can stem from a person's existing feelings toward a subject or
person(s) involved in the communication process.
2.Emotional barriers -
70
These barriers derive from differences in a variety of categories, such as religion,
language, traditions, and power distance.
3.Cultural barriers -
71
__________ are a combination of emotional and cultural barriers, such as
word connotation affecting the message during the communication process.
Cognitive barriers
72
These barriers stem from a lack of structure in an environment, often seen in
workplaces where roles are not clearly assigned or vocalized.
Systematic barriers -
73
___________ is the process of sharing information between people within the
workplace and outside a company. It includes all types of communication, such as verbal,
non-verbal, written, and digital, used in a professional setting. The main purpose is to
clearly deliver messages that help in decision-making, problem-solving, and maintaining
good relationships.
Business communication
74
_____________ refers to the exchange of information within an
organization. It includes interactions among employees, departments, and
management, aiming to foster collaboration, align goals, and enhance productivity.
Internal communication
75
__________________ involves the transmission of information between an
organization and external entities such as clients, suppliers, investors, and the
public.
External communication
76
______________ are the methods or mediums used to convey messages
between individuals or groups within and outside an organization.
Communication channels
77
○ This approach is ideal for persuasive presentations, where the speaker
identifies a problem and then offers a solution.
○ It’s effective for proposals or advocacy work, as it allows the audience
to see the urgency of the problem and the feasibility of the solution.
Problem-Solution Framework
78
○ Presenting content in chronological order is particularly useful when
telling a story or discussing the history of a topic or project.
○ This structure aids clarity and helps the audience follow the timeline of
events.
Chronological Structure
79
○ When comparing multiple options or ideas, this structure allows the
speaker to highlight the pros and cons of each, helping the audience
make informed decisions.
Comparative Structure
80
○ A matrix approach breaks a topic into multiple categories or criteria,
allowing the speaker to compare different aspects simultaneously.
○ This is particularly useful for in-depth analysis or decision-making
discussions.
Matrix Structure
81
○ In this flexible format, the content is divided into self-contained modules
that can be adjusted based on the needs or time constraints of the
audience.
○ It is ideal for workshops or training sessions where some sections may
need to be expanded or condensed.
Modular Structure
82
