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Hearing is a physiological process |
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listening is active process that consists of being mindful, hearing, selecting, and organizing information, interpreting communication, responding, and remembering |
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What about Feedback? (how do we get feed-back) |
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Giving Feedback immediacy honesty appropriateness clarity |
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Sensitivity supportiveness Open-mindedness specificity |
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Listening for information for pleasure to support others |
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Information that is provided BEFORE the primary message is sent |
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How can I listen effectively? (Be mindful) |
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•Be mindful ⁃use body posture ⁃use thinking speed constructively ⁃maintain silence and observe •Adapt Listening Appropriately ⁃avoid prejudice and other psychological noise ⁃don't jump to conclusions •Listen Actively ⁃minimal encourages ⁃paraphrasing ⁃reflecting feelings of speaker ⁃asking questions |
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Four Major Functions of Feed-forward |
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Open channels of communication to preview future messages to disclaim to altercast |
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a strategy to persuade people to act in a specific social role. so that they can behave more prim and proper |
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as one of my favorite students woulldnt you agree that I am the best TA ever? Hey Baby... have we met before? I think we may have hooked up in another lifetime Not that I agree, but I heard someone say that MSU basketball team is horrible I have horrible news- i just saw someone kick your puppy and your grades have all been reduced by ten points |
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external Obstacles(Some obstacles to good listening) |
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external Obstacles -messages overload -message complexity -noise |
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-preoccupation prejudgment lack of effort not recognizing diverse listening styles |
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-Pseudolistening -Monopolizing -Selective Listening -Defensive Listening -Ambushing -Literal Listening |
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•the less familiar, less relevant a topic is to the receiver, the more listening problems •two-way communication is at least slightly more effective than one-way communication •context (being in the classroom, front of audience) affects communication •shows speaker/receiver use of closure when the message isn't entirely understood •the more complex a message, the ore difficult to retain •through repetition, purity of message decreased in oral communication |
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•listening for information •for pleasure •to support others |
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To listen effectively we have to Adapt Listening Appropriately by: |
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Avoid prejudice and other psychological noise Dont jump to conclusions |
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Paraphrasing reflecting feelings of speaker asking questions |
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Monopolizing (forms of Non-listening) |
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turning the conversation on yourself |
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Selective listening (forms of Non listening) |
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focus on particular parts of messages |
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Defensive listening (forms of non-listening) |
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When you are looking for a defensive message or personal attack |
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Ambushing (forms of non listening) |
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looking for something to attack the speaker |
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Literal listening (forms of non listening) |
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three or more people who: interact over time become interdependent develop unique patterns of behaviors and achieve a collective identity |
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Two general categories of small group |
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intimate groups(primary) Task-oriented groups (secondary) |
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groups that can last for years ex. friends and family |
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Can last short of long periods of time. |
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small number of people who complementary skills who are committed to a common purpose, set of performance goals, and approach for which they hold themselves mutually accountable |
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-strong, focused leader -individual accountability -group purpose=organization mission -individual work products -Efficient meetings -no direct measures of success -discusses, decides, and delegates |
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-shared leadership roles -individual and mutual accountability -specific team purpose -collective work products -discussion and problem solving -direct assessment of collective work products -discusses, decides and does real work together |
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AN environment for synergy |
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-clear, elevating goal -results-drive structure -Competent team members -unified commitment -collaborative climate -standars of excellence -external support and recognition -principled leadership |
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features of effective teams |
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-clear roles and accountability -effective communication:accessible info, ability to raise new issues, document work'-monitor individuals/give feedback: performance appraisals, determine rewards and areas for development -fact-based judgements:important for decision-making -standards of excellence: develop team standard |
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peer pressure stereotyping time consuming loss of identity diminished responsibility |
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-norms: informal rules and boundaries -cohesiveness: get-along, pride, loyalty in group -status-the prestige and value of members -roles |
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Roles that exist within groups |
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Task Roles -help the group accomplish goal: recorder, information-seeker, coordinator, etc -Maintenance Roles- enhance the social climate and relationships: encourager, harmonizer, compromiser, etc. Self-centered Roles -generally dysfunctional: dominator, self-confessor, recognition seeker, joker |
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Tuchman's Model of Development |
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-forming -storming -norming -performing -adjourning |
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-task is identified -effort is put into finding out exactly what the group should do -a plan of attack is drafted -awkward relations -members are trying to build trust |
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-task is identified -effort is put into finding out exactly what the group should do -a plan of attack is drafted -awkward relations -members are trying to build trust |
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-focus is on individual and emotional reactions to task -conflict arises -assert/argue over roles/ leadership |
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-begin to develop shared interpretations and perspectives on the task -breakthroughs on the task -major plan of attack -differences are resolved -standards and norms form -cohesiveness becomes strong -groupthink can occur here |
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-a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when the members striving for unanimity override their motivation to realistically appraise alternative courses of action. -can occur when cohesion it too high, when group members are too similar, or when the group is isolated from outside influences -example- Bay of Pigs |
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-the most work is accomplished -working on overall plan |
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-tasks are complete -group dissembles -ideally a closure meeting |
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The interaction of at least 2 interdependent parties who perceive incompatible goals, scarce resources, and interference from another party in achieving |
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1)can occur in any context 2)natural process across relationships 3)effective communication reveals conflict 4)conflict is a motivator of change 5)can be positive |
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-jeopardizes relationships and group functioning -lowers group/organizational cohesiveness -can dissolve the group |
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-understand self and each other better -enlarges perspectives -increases members motivation and involvement -increases group cohesiveness -generates better solutions |
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stages of conflict page 162 |
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-latent conflict -perceived conflict -manifest conflict -conflict aftermath |
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-scarce resources -deception -change -aggression -stress -burnout -relationships -preferences -past experiences |
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-lose-lose orientation -win-lose orientation -win-win orientation |
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lose-lose orientation (approaches to conflict) |
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-assumes losses for everyone -disaggreement perceived as unhealthy and destructive -presumes conflict cannot produce positive outcomes |
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win-lose orientation (approaches to conflict) |
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-assumes one person wins at the expense of the other -disagreements have only one victor -cultivated in competitive/individualistic culture (most common in American culture) -does not promote the idea of compromise |
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Win-win orientation (approaches to conflict) |
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-assumes that resolution can result in gains fo everyone -goal is to find acceptable solution/compromise |
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Dealing effectively with conflict |
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-separate the person from the problem -keep in mind that avoiding conflict completely is a bad as fighting -recognize that you must problem solve as a group-cooperatively -be aware of the opportunities conflict presents, and use them constructively -invent options or solutions that will benefit all group members (integrative approach) |
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organizational responses to conflict |
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-avoidance -meeting -bargaining and negotiation (distributive, integrative) -3rd party-manager -mediation -restructuring -transfers/dismissals |
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leadership vs. management |
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leadership-process for guiding individuals, groups, and orgs. in establishing goals and sustaining action to support goals managements- responsibility assigned by the organization to direct and evaluate the work of others |
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trait -leaders have innate traits: intelligence, self-confidence, determination, integrity, and sociability -use personality tests to select org members Style -leaders understand what motivates others and have a :behavioral style" of preferred behaviors -evaluate leaders based on their concern of different org. factors (productivity, worker concern, etc.) -example: Blake and Mouton Managerial Grid Situational - leaders interact with followers and adjust with environments -contingency theory: match style of leader with situation, diff styles better in diff situations -no focus on org members or communication |
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Transformational -leaders motivate through personal example and vision-exemplirication -communication is a central process to help both leaders and followers reach full potential Question -who are some transformational leaders? what makes them transformational? |
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Authoritarian -directive, no input from others -hi productivity, lower workers satisfaction Democratic(one of the best but can cause problems if too democratic) -asks for input from others -highest worker satisfaction Laissez Faire -allows workers to make decisions, but leader is still responsible |
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