MIDTERM Flashcards
(86 cards)
1
Q
what is an interview?
A
A form of oral interaction structured to achieve a goal.
It is structured, it is goal oriented, it is role directed.
2
Q
what are the 3 types of interviews?
A
information gathering
appraisal interview
persuasive interview
3
Q
information gathering interview
A
Focused, structured conversation
Goal is to seek out important info from another person
4
Q
appraisal interview
A
Between superior and an employee
Goal is to share and discuss info about job performance
5
Q
persuasive interview
A
Structured conversation intended to influence
Attitudes, beliefs, behaviors
Used by salesmen
6
Q
interview components
A
Preparing the interview
Structuring the interview
Conducting the interview
Interviewing responsibilities
7
Q
two types of goals in interviews
A
Primary goal: The main objective in the interview.
Secondary goal: Objectives that help you to achieve your primary goal.
- Task goal: Asking and answering questions in a clear, concise, and thoughtful manner.
- Relational goal: Using interpersonal skills to be perceived as attractive and believable.
8
Q
interview responsibilites
A
-State your purpose in advance
-Allow the interviewee to make un-coerced responses
-Ask unbiased questions
-Avoid unlawful questions
>How old are you?
>Are you married?
>What is your ethnicity?
-Convey honest, accurate information
-Respect confidentiality
9
Q
person focused leader
A
A leader who values getting to know people on a personal level.
10
Q
task focused leader
A
A leader who values work over the person.
11
Q
upward communication
A
communication from employees to managers
12
Q
horizontal communication
A
- Communication between peers working at the same level in an organization
- Be aware of the “grapevine”
- Info here is often valued as much as info from direct supervisor
13
Q
downward communication
A
communication that flows from managers to employees
14
Q
delegation
A
assignment of task/project to an employee
15
Q
DRGRAC Method of Delegating
A
Desired results Guidelines Resources Accountability Consequences
16
Q
outward commuication
A
communication between service provider and customer
17
Q
interdependence
A
You tend to have conflict with people with whom you depend on for something
18
Q
An expressed struggle
A
Conflict only occurs once frustrations are expressed.
19
Q
Perceived incompatible goals
A
Conflict arises due to perceived incompatibilities in personal desires.
20
Q
Perceived scarce rewards and resources
A
Conflict often occurs because people do not think they are “getting enough”
21
Q
conflict styles
A
Avoider Accommodator Competitor Collaborator Compromiser
22
Q
Avoider
A
Low concern for task, low concern for people. Manage conflict by avoiding it.
23
Q
Accommodator
A
Low concern for task, high concern for people. Manage conflict by giving in
24
Q
Competitor
A
High concern for task, low concern for people. Manage conflict by being pushy
25
Collaborator
High concern for task, high concern for people. Manage conflict by working with others.
26
Compromiser
Moderate concern for task, moderate concern for people. Manage conflict by giving up something in exchange for another person doing the same.
27
Managing Conflict Conversations--PUGSS
- Describe the problem
- Achieve understanding
- Identify goals
- Brainstorm solutions
- Select the best solution
28
negotiation
exchange of proposals and counterproposals as a means of reaching a satisfactory settlement to a conflict.
29
Negotiating strategy
the overall approach taken in an exchange of proposals and counterproposals during a negotiation of a settlement to a conflict.
30
negotiating win win solutions
Separate the people from the problem
Focus on interests, not positions
Invent proposals that are mutually beneficial
Use objective criteria to evaluate proposals
31
Listening has five stages:
Selection—focus on one sound while sorting through competing noise
Attending—focus on a specific message
Understanding—assign meaning to the verbal and nonverbal messages you’re receiving
Remembering—ability to retrieve messages from memory
Responding—let people know whether you understood their message and validate/acknowledge them personally
32
Studies have shown a significant increase in listening comprehension when we can
SEE AND HEAR
33
To listen well you must simultaneously
listen for main ideas and listen for details
link details with main message ideas
listen actively
34
Active listening
Give full attention to listening when others are talking
Focus on what is being said
Spend energy participating in speaking-listening exchange
35
Involved listening
Give attention to speaker’s words and intentions
Reflects on messages
Participates in speaking-listening exchange
Some direct eye contact, alert posture
36
Passive listening
Receives information as though being talked to
Does not participate as equal partner in speaking-listening exchange
Assumes that responsibility for communication success resides with the speaker
Usually attentive but seldom expends much energy in the process
37
Detached listening
Withdraws from the speaking-listening exchange
Inattentive, uninterested, restless, bored, easily distracted
Slumped posture, bored demeanor, no eye contact
38
Responding with verbal messages
Let speaker know you understand
Let speaker know you need clarification
Let speaker know you’re interested and need more info
Let speaker know that you want him / her to continue
Let speaker know that you want to say something
39
Responding with nonverbal messages
Preferred in certain situations—board meeting
Visual and aural cues
Body lean, head nods, taking notes, eye contact
40
Responding with empathetic messages
Ask appropriate questions
Paraphrase message content
Paraphrase emotions
41
helping others select your messages
move closer to the other person
make information useful
adapt message to others' beliefs
42
Helping others attend to your messages
make messages novel, concrete, and moderate length
43
Helping others understand your messages
fit messages into an existing schema
develop a new schema
use listener's frame of reference
44
Helping others remember your messages
use redundancy, memory joggers, use principle of primacy and recency
45
Helping others respond to your messages
Encourage questions—ok to interrupt
Encourage note taking
Encourage nonverbal responsiveness
46
Denotative meaning
Literal, dictionary definition of a word
47
Connotative meaning
Interpretation of a word based on personal experiences
48
concrete messages
Something that can be experienced with one’s senses
| -use specific words
49
Concise Messages
communication must be devoid of unnecessary words that confuse and clutter the message
- use simple words
- reduce unnecessary info
- communicate solutions
50
Relevant Messages
messages that others perceive to satisfy their own needs and goals
- explain usefulness of info
- use other-focused vs self-focused messages
- use familiar examples
51
Descriptive Language
messages that others perceive to satisfy their own needs and goals
- Use “I’ instead of “you”
- Solve problems rather than control others
- Be genuine rather than manipulative—honest and sincere
52
Characteristics of nonverbal communication
nonverbal messages convey feelings, form relationships, express truth, are culture bound
53
Displaced point pattern
meetings start on time (USA)
54
Diffused point pattern
relaxed view of time (GREECE)
55
Experiencing sexual harassment—three components
Recognize when verbal / nonverbal messages / behaviors cross over into being sexual or sex-based
Observe when verbal / nonverbal messages / behaviors are deliberate and / or repeated
Sexual harassment is not welcome, not asked for and not returned
56
Quid pro quo harassment
actual or threatened use of rewards or punishment
57
Hostile environment sexual harassment
unwelcome conduct of a sexual nature that interferes with ability to perform your job
58
Social style
pattern of communication behaviors observed by others
59
types of social style
Assertiveness and Responsiveness
60
quadrants of social style
Amiable
Analytical
Driver
Expressive
61
Awareness of your social style allows you to
adapt
| Style flexing
62
Style flexing
process of adapting your comms style to how others communicate
63
Frederick Taylor motivation method
Reward and punishment
One best way
He employed time and motion studies
Importance of the proper selection of workers
Importance of training workers
Inherent differences between managers and workers
64
Max Weber motivation method
Organizations are structure by rules and regulations
Driven by people who have legitimate authority to control and direct people’s behaviors
Clearly defined hierarchy
Clear division of labor
Centralization of power and authority
Bureaucracies are “closed systems”
The importance of rules – codified for everything
Function of authority
65
Basic concept of the human relations approach
People are influenced by more than just power, money, position
Humans influenced by working conditions and how they are treated
66
Abraham Maslow
Social psychologist
Developed a theory regarding basic human needs
(maslow's hierarchy of needs)
67
The Hawthorne Effect
From 1924 to 1933, a number of research investigations were conducted at the Western Electric Company’s Hawthorne plant in Illinois.
Led by Elton Mayo of Harvard University, the research looked at how changes in the work environment would impact the productivity of factory workers.
The goal of the research was to validate the classical organizational approach, i.e., Frederick Taylor’s time and motion studies for maximum efficiency.
68
The Illumination Studies
Two groups of workers were isolated. For one group, the control group, the lighting was held constant. For the other group, the experimental group, the lighting was systematically reduced until workers were laboring in near darkness
Unusual Results: Productivity went up for both groups under all conditions.
Hmmm…these results confounded the conventional wisdom of COT.
69
Relay Assembly Studies
Six women who assembled telephone relay systems were isolated, and a number of changes were introduced, including incentive plans, rest pauses, temperature, humidity, work hours and refreshments.
Productivity skyrocketed.
“Social satisfactions arising out of human association in work were more important determinants of work behavior in general and output in particular than were any of the physical and economic aspects of the work situation.”
70
Interview Program
Interviewers found workers more interested in talking about feelings and attitudes.
Mayo and colleagues concluded that the major findings of the study was that many problems of worker-management cooperation were the results of the emotionally based attitudes of workers rather than of the objective difficulties of the situation.
71
conclusion of Hawthorne Effect
Worker output was increased through the working of informal social factors.
Conclusion: Productivity is a function of social factors and the satisfaction of the human needs of workers.
72
Human resources approach
People are resources who can be full partners in contributing to a team or organization
Employees as individuals with feelings and emotions
Employees have intellectual resources to accomplish tasks
Emphasizes BOTH the task and the people who do the work
Differences among approaches
73
critical factors of organizational culture
Created through communication—rules, assumptions, values shared via interaction among employees
Communicated explicitly and implicitly—written policies, WOM and example
Includes multiple factors—written policies, stories, metaphors, ceremonies, artifacts
Multilayered and multifaceted—employees vs. managers
Changes over time—new policies, new technology, new managers
74
Nature of Communication
Communication is process of acting on information
| Making sense of the world and sharing that sense with others
75
Human Communication
creating meaning through verbal / nonverbal messages
76
leadership
Process of influencing others to achieve goals through verbal and nonverbal messages
77
Trait approach
Psychological and physical attributes
78
Functional approach
Leaders exist to perform essential functions
Task functions—help get the work done
Process functions—encourage amiable relationships; establish a positive work climate
79
Styles approach
Authoritarian leaders—give orders, seek to control
Democratic leaders—consultation with group before issuing edicts
Laissez-faire leaders—hands-off, laid back, influence when necessary
80
Situational approach
Adopt leadership approach according to the current situation
Crises—quick-thinking, decisive leadership
Routine events—back off and let people do their jobs
81
Transformational approach
Influence people to see the future in new ways
Develop shared vision
Energize / realign culture
See / embrace the possibilities
82
Servant approach
Work to meet the needs of others while continuing to focus on the organizational goals
Altruism—sacrifice for others
Skillsets—listening, empathy, healing, mediating
Ends do not justify the means
Outcome is important BUT so is the means to achieving it
83
Principles of leading others
Principle #1—leaders are aware of their communication with themselves and others
Principle #2—leaders effectively use and interpret verbal messages
Principle #3—leaders effectively use and interpret nonverbal messages
Principle #4—leaders listen and respond thoughtfully to others
Principle #5—leaders appropriately adapt messages to others
84
Interpersonal communication
Communication that occurs when two people interact to mutually influence each other
Usually used to manage relationships
85
Use media rich if:
Message is complicated and prone to confusion / misunderstanding
Message is very important—raises, layoffs
High potential for conflict—reorganization, mergers
You need immediate feedback
86
Use media lean if:
Info is routine and noncontroversial
You will follow-up with face-to-face later
You need to get the word out immediately
The message is very simple / straightforward and you have great relationships with the audience
