COMM 227 Interpersonal and Critical Thinking Skills PDF

COMM 227 – INTERPERSONAL AND CRITICAL THINKING SKILLS Organizational behavior by Baldwin --> chapter 5, 10, 11, 12 Critical thinking by Dyer How to choose a leadership pattern by Harvard DONE ORGANIZATIONAL BEHAVIOR (OB) This is the science that attempts to predict, explain or describe human be...

COMM 227 – INTERPERSONAL AND CRITICAL THINKING SKILLS Organizational behavior by Baldwin --> chapter 5, 10, 11, 12 Critical thinking by Dyer How to choose a leadership pattern by Harvard DONE ORGANIZATIONAL BEHAVIOR (OB) This is the science that attempts to predict, explain or describe human behavior in an organizational context at the individual, group, and organization levels. CRITICAL THINKING SKILLS 1. Identify the author’s major conclusion 2. Describe and evaluate the evidence presented 3. Uncover assumptions and values 4. Determine soundness of causal logic 5. Deconstruct use of persuasive language Critical thinking – analyzing the validity of arguments presented in a text *What is a claim, how do u find it, explicit or implicit* Explicit – claims that are obviously stated Implicit – claims that you must analyze to find its true meaning Unproblematic Claims: These claims are consistent with our own experiences and observations. Facts independent of interpretation (ex. Quebec is larger than Nova Scotia) Agreement among experts or strongly supported general claims that are common sense Technical or mathematical claims (ex. 1+1=2) Contestable Claims: Not commonly accepted knowledge. Often introduce new ideas that awaken curiosity. Sometimes presented as if it were a fact. Cannot stand on their own. We were unexpectedly tasked with the marshmallow challenge but quickly, the team started planning and brainstorming ideas. - Divided tasks between team members - Peter invented the idea of square base - Ethan was in charge of the uprights - Awful tape - No leader, did our tasks and came together at the end to put the marshmallow - Gamble but if you're not first you're last - Giancarlo and Michael in charge of securing the marshmallow on our second stage - A lot of team confidence in our base CLASS 4 POWER: capacity of a person, team, or organization to influence others AUTHORITY: rights inherent in a managerial position INFLUENCE: the use of power, or power in action REWARD POWER Ability to provide others with rewards they desire in exchange for work you need accomplished (praise your team member) LEGITIMATE POWER Power invested in a role or job position REFERENT POWER Stems from another person either admiring you or wanting to be like you EXPERT POWER Person possesses knowledge and skill that someone else requires  COERCIVE POWER Power to force someone to do something against their will INFLUENCING WITHOUT AUTHORITY: INFLUENCE TACTICS RATIONAL PERSUASION Using logical arguments and facts to persuade someone PRESSURE (coercive) Using demands or threats, subtle pressure to get what you want PERSONAL APPEAL Appealing to someone’s loyalty or friendship (referent) EXCHANGE Offering an exchange of favors to get what you want INTEGRATION Using praise to put someone in a good mood prior to make a request COALITION (coercive) Seeking help of others or using the support of others to agree with you LEGITIMIZING (coercive) Establishing the legitimacy of a request by appealing to authority or pointing out consistency CONSULTATION Seeking others participation in planning something that they (referent) will ultimately need to buy into INSPIRATIONAL APPEAL Arousing an individual’s enthusiasm by appealing to their (referent) ideas, values, and aspirations APPRISING (referent) Explaining to an individual how fulfilling a request or supporting an idea will produce a personal benefit COLLABORATION Offering to assist with a given task or effort if the individual (referent) will approve or carry out a request SOCIAL INFLUENCE TACTICS Principle 1: Friendship / Liking We tend to like others who: o Like us o Are similar to us o Flatter us Principle 2: Commitment and Consistency Foot in the door: make small request, and when it’s granted, make larger request Lowballing: an offer is agreed upon, but then other unattractive details are added Add Add Principle 3: Scarcity  Limited time offers tend to make something seem more attractive Principle 4: Reciprocity People tend to repay actions Door in the face Add Principle 5: Social Proof We tend to view actions as more acceptable to the degree we see others performing them in similar situations Most influential under 2 conditions: o Uncertainty: when situation is unclear we are more likely to look to others for guidance o Similarity: we follow the lead of people who are most like us Principle 6: Appeals to authority People generally defer judgment to experts or authority figures Let people know your strengths (accomplishments or completed projects) INFLUENCING UP Present what is right in a form accessible to ESSENTIAL ACTIONS TO INFLUENCE UP 1. Always offer solutions to real problems (organizationally relevant) 2. Do not confuse raw data with useful information 3. Outline both costs and benefits, being specific and realistic 4. Make a recommendation LEADERSHIP  The ability to influence people to set aside their personal concerns and support a larger agenda Not all leaders are managers, but effective managers are leaders CLASSIC IDEAS ABOUT LEADERSHIP TRAIT LEADERSHIP BEHAVIOUR LEADERSHIP CONTINGENCY / THEORIES THEORIES SITUATIONAL LEADERSHIP THEORIES Are these “born Do successful add leaders?” What leaders they behave traits are important? in certain ways? add Great man theory Great man theory: based on the premise that leaders were both more capable and possessed a different set of personality traits (IQ dominance, sociability, self-confidence etc.) The relationship between traits and leaders' effectiveness is weak The relationship between traits and leader's emergence is stronger o Leader emergence – traits that impact other’s perceptions of leaders (willingness to speak up in the group is more likely to be perceived as a leader) Bottom line: it is the leader’s behavior that makes a difference CENTRAL ROLE OF LMX Leader member exchange: having a positive, constructive relationship between employee and manager Transactional leadership: Transformational leadership ---> organizational citizenship behavior, job satisfaction, performance, turnover TRANSACTIONAL LEADERSHIP: Represents an exchange (transaction) between the leader and the follow  Management-by-exception: putting out fires and taking corrective action with problems Contingent reward behaviour: rewarding an employee for doing a good job Contingent punishment: providing an aversive consequence to reduce the frequency of a behavior PROS: Build trust and fairness Form foundations for other effective behaviors HOW TO PROVIDE CONTINGENT REWARDS: 1. Describe the desired behaviour 2. Explain the benefits that the desired behaviour will bring 3. Explain rewards associated with desired behaviour 4. Provide examples of desired behaviours and answer any questions about them 5. Reward the desired behaviours when they are performed HOW TO PROVIDE CONTINGENT PUNISHMENT: 1. Meet privately. Never punish in public 2. Describe 3. Add Transformational refers to self-actualization, esteem and love / belonging of Maslow’s Hierarchy of Need Transactional refers to safety and physiological of Maslow’s Hierarchy of Need 1. Articulating a vision TRANSFORMATIONAL LEADERSHIP “Identifying new opportunities for his unit and developing, articulating, and inspiring others with his vision of the future” Repeat the vision often Explain significance of vision  Appeal to audience’s vision and use emotional appeals Use metaphors Speak in positive terms Use “we” instead of “I” 2. Providing appropriate model Leader sets an example to follow that is consistent with leader’s espouses 3. Fostering acceptance of group goals (setting norms from Baldwin) Behaviour on part of a leader aimed at promoting cooperation among employees and getting them to work together towards common goal Use smart (specific, measurable, actionable, realistic, timely) 4. Communicating high performance expectations Behaviours that demonstrate the leader’s expectations for excellence, quality, and high performance on the part of followers Pygmalion effect: self-fulfilling prophecy or high expectations leads to improved performance 5. Providing individualized support Behaviour indicating respect for followers and concern about their personal feelings and needs (compassion, continuous development) 6. Providing intellectual stimulation Behaviour challenges followers to reexamine assumptions about their work and rethink how it can be performed (safe to experiment, encourage “what if?”) SERVANT LEADERSHIPS: Focuses on putting the needs of followers and stakeholders first The leader views the leadership role as supporting and enabling employees Tannenbaum and Schmidt model – how to choose a leadership pattern – concept map EXAM: USE CONCEPTS AND RELATE TO THE CASE MORE DETAILS SITUATIONAL LEADERSHIP + 3 forces (manager, subordinate,....) 10 mcq (30%) + 1 essay (70%)