{"id":235,"date":"2018-12-27T19:23:56","date_gmt":"2018-12-28T00:23:56","guid":{"rendered":"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/chapter\/chapter-8-teamwork-and-communications-exploring-business\/"},"modified":"2020-01-06T09:58:26","modified_gmt":"2020-01-06T14:58:26","slug":"chapter-8-teamwork-and-communications-exploring-business","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/chapter\/chapter-8-teamwork-and-communications-exploring-business\/","title":{"raw":"Chapter 7: Teamwork and Communications","rendered":"Chapter 7: Teamwork and Communications"},"content":{"raw":"<div class=\"part\" id=\"chapter-8-teamwork-and-communications\">\r\n<div class=\"part-title-wrap\">\r\n<h1 class=\"part-title\" style=\"text-align: left\">The Team and the Organization<\/h1>\r\n<\/div>\r\n<div class=\"ugc part-ugc\">\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s01_n01\">\r\n<h3 class=\"title\">Learning Objectives<\/h3>\r\n<ol id=\"frank-ch08_s01_l01\" class=\"orderedlist\">\r\n \t<li>Define a <em class=\"emphasis\">team<\/em> and describe its key characteristics.<\/li>\r\n \t<li>Explain why organizations use teams, and describe different types of teams.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s01\">\r\n<h2 class=\"title editable block\">What Is a Team? How Does Teamwork Work?<\/h2>\r\n<p id=\"frank-ch08_s01_s01_p01\" class=\"nonindent para editable block\">A [pb_glossary id=\"1371\"]<strong><span class=\"margin_term\"><a class=\"glossterm\">team<\/a><\/span><\/strong>[\/pb_glossary]<span class=\"margin_term\"><a class=\"glossterm\"><\/a><\/span> (or a <em class=\"emphasis\">work team<\/em>) is a group of people with complementary skills who work together to achieve a specific goal.[footnote]Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.[\/footnote] In the case of Motorola\u2019s RAZR team, the specific goal was to develop (and ultimately bring to market) an ultrathin cell phone that would help restore the company\u2019s reputation as a designer of stylistically appealing, high-function phones. The team achieved its goal by integrating specialized but complementary skills in engineering and design and by making the most of its authority to make its own decisions and manage its own operations.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s01_s01_s01\">\r\n<h2 class=\"title editable block\">Teams versus Groups<\/h2>\r\n<p id=\"frank-ch08_s01_s01_s01_p01\" class=\"nonindent para editable block\">\u201cA group,\u201d suggests Bonnie Edelstein, a consultant in organizational development, \u201cis a bunch of people in an elevator. A team is also a bunch of people in an elevator, but the elevator is broken.\u201d This distinction may be a little oversimplified, but as our tale of teamwork at Motorola reminds us, a <em class=\"emphasis\">team<\/em> is clearly something more than a mere <em class=\"emphasis\">group<\/em> of individuals. In particular, members of a group\u2014or, more accurately, a <em class=\"emphasis\">working group<\/em>\u2014go about their jobs independently and meet primarily to share information. A group of department-store managers, for example, might meet monthly to discuss their progress in cutting plant costs, but each manager is focused on the goals of his or her department because each is held accountable for meeting only those goals. Teams, by contrast, are responsible for achieving specific common goals, and they\u2019re generally empowered to make the decisions needed to complete their authorized tasks.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s01_s02\">\r\n<h2 class=\"title editable block\">Some Key Characteristics of Teams<\/h2>\r\n<p id=\"frank-ch08_s01_s01_s02_p01\" class=\"nonindent para editable block\">To keep matters in perspective, let\u2019s identify five key characteristics of work teams:[footnote]Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.[\/footnote][footnote]Alderfer, C. P., \u201cGroup and Intergroup Relations,\u201d in Improving Life at Work, ed. J. R. Hackman and J. L. Suttle (Palisades, CA: Goodyear, 1977), 277\u201396.[\/footnote]<\/p>\r\n\r\n<ol id=\"frank-ch08_s01_s01_s02_l01\" class=\"orderedlist editable block\">\r\n \t<li><em class=\"emphasis\">Teams are accountable for achieving specific common goals<\/em>. Members are collectively responsible for achieving team goals, and if they succeed, they\u2019re rewarded collectively.<\/li>\r\n \t<li><em class=\"emphasis\">Teams function interdependently<\/em>. Members cannot achieve goals independently and must rely on each other for information, input, and expertise.<\/li>\r\n \t<li><em class=\"emphasis\">Teams are stable<\/em>. Teams remain intact long enough to finish their assigned tasks, and each member remains on board long enough to get to know every other member.<\/li>\r\n \t<li><em class=\"emphasis\">Teams have authority<\/em>. Teams possess the decision-making power to pursue their goals and to manage the activities through which they complete their assignments.<\/li>\r\n \t<li><em class=\"emphasis\">Teams operate in a social context<\/em>. Teams are assembled to do specific work for larger organizations and have the advantage of access to resources available from other areas of their organizations.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s02\">\r\n<h2 class=\"title editable block\">Why Organizations Build Teams<\/h2>\r\n<p id=\"frank-ch08_s01_s02_p01\" class=\"nonindent para editable block\">Why do major organizations now rely more and more on teams to improve operations? Executives at Xerox have reported that team-based operations are 30 percent more productive than conventional operations. General Mills says that factories organized around team activities are 40 percent more productive than traditionally organized factories. According to in-house studies at Shenandoah Life Insurance, teams have cut case-handling time from twenty-seven to two days and virtually eliminated service complaints. FedEx says that teams reduced service errors (lost packages, incorrect bills) by 13 percent in the first year.[footnote]Fisher, K., Leading Self-Directed Work Teams: A Guide to Developing New Team Leadership Skills, rev. ed. (New York: McGraw-Hill Professional, 1999).[\/footnote][footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 315\u201316.[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s01_s02_p02\" class=\"indent para editable block no-indent\">Today it seems obvious that teams can address a variety of challenges in the world of corporate activity. Before we go any further, however, we should remind ourselves that data like those we\u2019ve just cited aren\u2019t necessarily definitive. For one thing, they may not be objective\u2014companies are more likely to report successes than failures. As a matter of fact, teams <em class=\"emphasis\">don\u2019t<\/em> always work. Indeed, according to one study, team-based projects fail 50 to 70 percent of the time.[footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 315\u201316.[\/footnote][footnote]Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.[\/footnote]<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s01_s02_s01\">\r\n<h2 class=\"title editable block\">The Effect of Teams on Performance<\/h2>\r\n<p id=\"frank-ch08_s01_s02_s01_p01\" class=\"nonindent para editable block\">Research shows that companies build and support teams because of their effect on overall workplace performance, both organizational and individual. If we examine the impact of team-based operations according to a wide range of relevant criteria\u2014including product quality, worker satisfaction, and quality of work life, among others\u2014we find that overall organizational performance improves. <a class=\"xref\" href=\"#frank-ch08_s01_s02_s01_t01\">Table 7.1 \u201cEffect of Teams on Workplace Performance\u201d<\/a> lists several areas in which we can analyze workplace performance and indicates the percentage of companies that have reported improvements in each area.<\/p>\r\n\r\n<div class=\"wp-nocaption\">\r\n<div class=\"table block caption\" id=\"frank-ch08_s01_s02_s01_t01\">\r\n<h3 class=\"nonindent title\"><span class=\"title-prefix\">Table 7.1<\/span> Effect of Teams on Workplace Performance [footnote]<em class=\"emphasis\">Source<\/em>: Adapted from Edward E. Lawler, S. A. Mohman, and G. E. Ledford, <em class=\"emphasis\">Creating High Performance Organizations: Practices and Results of Employee Involvement and Total Quality in Fortune 1000 Companies<\/em> (San Francisco: Wiley, 1992). Reprinted with permission of John Wiley &amp; Sons Inc.[\/footnote]<\/h3>\r\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\r\n<thead>\r\n<tr>\r\n<th>Area of Performance<\/th>\r\n<th align=\"center\">Percent of Firms Reporting Improvement<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>Product and service quality<\/td>\r\n<td align=\"center\">70<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Customer service<\/td>\r\n<td align=\"center\">67<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Worker satisfaction<\/td>\r\n<td align=\"center\">66<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Quality of work life<\/td>\r\n<td align=\"center\">63<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Productivity<\/td>\r\n<td align=\"center\">61<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Competitiveness<\/td>\r\n<td align=\"center\">50<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Profitability<\/td>\r\n<td align=\"center\">45<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Absenteeism\/turnover<\/td>\r\n<td align=\"center\">23<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"copyright\">\r\n<p class=\"nonindent para\"><span style=\"font-family: Roboto, Helvetica, Arial, sans-serif;font-size: 1.2rem;font-weight: bold\">Types of Teams<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s03\">\r\n<p id=\"frank-ch08_s01_s03_p01\" class=\"nonindent para editable block\">Teams, then, can improve company and individual performance in a number of areas. Not all teams, however, are formed to achieve the same goals or charged with the same responsibilities. Nor are they organized in the same way. Some, for instance, are more <em class=\"emphasis\">autonomous<\/em> than others\u2014less accountable to those higher up in the organization. Some depend on a team leader who\u2019s responsible for defining the team\u2019s goals and making sure that its activities are performed effectively. Others are more or less self-governing: though a leader lays out overall goals and strategies, the team itself chooses and manages the methods by which it pursues its goals and implements its strategies.[footnote]Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.[\/footnote] Teams also vary according to their membership. Let\u2019s look at several categories of teams.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s01_s03_s01\">\r\n<h2 class=\"title editable block\">Manager-Led Teams<\/h2>\r\n<p id=\"frank-ch08_s01_s03_s01_p01\" class=\"nonindent para editable block\">As its name implies, in the [pb_glossary id=\"1372\"]<strong><span class=\"margin_term\"><a class=\"glossterm\">manager-led team<\/a><\/span><\/strong>[\/pb_glossary],<span class=\"margin_term\"><a class=\"glossterm\"><\/a><\/span> the manager is the team leader and is in charge of setting team goals, assigning tasks, and monitoring the team\u2019s performance. The individual team members have relatively little autonomy. For example, the key employees of a professional football team (a manager-led team) are highly trained (and highly paid) athletes, but their activities on the field are tightly controlled by a head coach. As team manager, the coach is responsible both for developing the strategies by which the team pursues its goal of winning games and for the final outcome of each game (not to mention the season). He\u2019s also solely responsible for interacting with managers above him in the organization. The players are responsible only for executing plays.[footnote]Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.[\/footnote]<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s03_s02\">\r\n<h2 class=\"title editable block\">Self-Managing Teams<\/h2>\r\n<p id=\"frank-ch08_s01_s03_s02_p01\" class=\"nonindent para editable block\">Self-managing teams (also known as <em class=\"emphasis\">self-directed<\/em> or <em class=\"emphasis\">self-regulating teams<\/em>) have considerable autonomy. They are usually small and often absorb activities that were once performed by traditional supervisors. A manager or team leader may determine overall goals, but the members of the self-managing team control the activities needed to achieve the goals, such as planning and scheduling work, sharing tasks, meeting quality standards, and handling day-to-day operations.<\/p>\r\n<p id=\"frank-ch08_s01_s03_s02_p02\" class=\"indent para editable block no-indent\">Self-managing teams are the organizational hallmark of Whole Foods Market, the largest natural-foods grocer in the United States. Each store is run by ten teams (produce, prepared foods, and so forth), and virtually every store employee is a member of a team. Each team has a designated leader and its own performance targets. (Team leaders also belong to a store team, and store-team leaders belong to a regional team.) To do its job, every team has access to the kind of information\u2014including sales and even salary figures\u2014that most companies reserve for the eyes of traditional managers.[footnote]Fishman, C., \u201cWhole Foods Is All Teams,\u201d Fast Company.com, December 18, 2007, http:\/\/www.fastcompany.com\/node\/26671\/print (accessed October 11, 2011).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s01_s03_s02_p03\" class=\"indent para editable block no-indent\">Needless to say, not every self-managed team enjoys the same degree of autonomy. Companies vary widely in choosing which tasks teams are allowed to manage and which ones are best left to upper-level management only. As you can see in <a class=\"xref\" href=\"#frank-ch08_s01_s03_s02_f01\">Figure 7.1 \u201cWhat Teams Do (and Don\u2019t) Manage\u201d<\/a>, for example, self-managing teams are often allowed to schedule assignments, but they are rarely allowed to fire coworkers.<\/p>\r\n\r\n<h3>Figure 7.1 What Teams Do (and Don\u2019t) Manage<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s01_s03_s02_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8f04a3a3cecbbfed0081d4199a10e572.jpg\" alt=\"What Teams Do (and Don't) Manage [from lowest percentage to highest]: Fire coworkers, hire coworkers, do performance appraisals, develop budgets, purchase equipment\/services, work with suppliers\/vendors, set production goals, conduct training, work with outside customers, schedule work assignments.\" style=\"max-width: 497px\" \/>\r\n<\/a><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s03_s03\">\r\n<h2 class=\"title editable block\">Cross-Functional Teams<\/h2>\r\n<p id=\"frank-ch08_s01_s03_s03_p01\" class=\"nonindent para editable block\">Many companies use cross-functional teams \u2014teams that, as the name suggests, cut across an organization\u2019s <em class=\"emphasis\">functional areas<\/em> (operations, marketing, finance, and so on). A cross-functional team is designed to take advantage of the special expertise of members drawn from different functional areas of the company. When the Internal Revenue Service, for example, wanted to study the effects on employees of a major change in information systems, it created a cross-functional team composed of people from a wide range of departments. The final study reflected expertise in such areas as job analysis, training, change management, industrial psychology, and even ergonomics.[footnote]Human Technology Inc., \u201cOrganizational Learning Strategies: Cross-Functional Teams,\u201d Getting Results through Learning, http:\/\/www.humtech.com\/opm\/grtl\/ols\/ols3.cfm (accessed October 11, 2011).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s01_s03_s03_p02\" class=\"indent para editable block no-indent\">Cross-functional teams figure prominently in the product-development process at Nike, where they take advantage of expertise from both inside and outside the company. Typically, team members include not only product designers, marketing specialists, and accountants but also sports-research experts, coaches, athletes, and even consumers. Likewise, Motorola\u2019s RAZR team was a cross-functional team: Responsibility for developing the new product wasn\u2019t passed along from the design team to the engineering team but rather was entrusted to a special team composed of both designers and engineers.<\/p>\r\n<p id=\"frank-ch08_s01_s03_s03_p03\" class=\"indent para editable block no-indent\">We can also classify the RAZR team as a <em class=\"emphasis\">product-development<\/em> or <em class=\"emphasis\">project team<\/em> (a topic we\u2019ll discuss in more detail in <a class=\"xref\" href=\"https:\/\/umn.pressbooks.network\/exploringbusiness\/?p=818\">Chapter 10 \u201cProduct Design and Development\u201d<\/a>). <em class=\"emphasis\">Committees<\/em> and <em class=\"emphasis\">task forces<\/em>, both of which are dedicated to specific issues or tasks, are often cross-functional teams. <em class=\"emphasis\">Problem-solving teams<\/em>, which are created to study such issues as improving quality or reducing waste, may be either intradepartmental or cross-functional.[footnote]Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 340\u201342.[\/footnote]<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s01_s03_s04\">\r\n<h2 class=\"title editable block\">Virtual Teams<\/h2>\r\n<p id=\"frank-ch08_s01_s03_s04_p01\" class=\"nonindent para editable block\">\u201cTeamwork,\u201d said someone (we\u2019re not sure who), \u201cdoesn\u2019t tolerate the inconvenience of distance.\u201d Indeed, technology now makes it possible for teams to function not only across such organizational boundaries as functional areas, departments, and divisions but also across time and space, as well. Working in virtual teams, geographically dispersed members interact electronically in the process of pursuing a common goal. Such technologies as videoconferencing, instant messaging, and electronic meetings, which allow people to interact simultaneously and in real time, offer a number of advantages in conducting the business of a virtual team.[footnote]George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 381\u201382.[\/footnote] Among other things, members can participate from any location or at any time of day, and teams can \u201cmeet\u201d for as long as it takes to achieve a goal or solve a problem\u2014a few days, a few weeks, or a few months.<\/p>\r\n<p id=\"frank-ch08_s01_s03_s04_p02\" class=\"indent para editable block no-indent\">Nor does team size seem to be an obstacle when it comes to calling virtual-team meetings: In building the F-35 Strike Fighter, U.S. defense contractor Lockheed Martin staked the $225 billion project on a virtual product-team of unprecedented global dimension, drawing on designers and engineers from the ranks of eight international partners ranging from Canada and the United Kingdom to Norway and Turkey.[footnote]Adept Science, \u201cLockheed Martin Chooses Mathcad as a Standard Design Package for F-35 Joint Strike Fighter Project,\u201d Adept Science, September 23, 2003, http:\/\/www.adeptscience.co.uk\/pressroom\/article\/96 (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s01_s03_s04_n01\">\r\n<h3 class=\"title\">Key Takeaways<\/h3>\r\n<ul id=\"frank-ch08_s01_s03_s04_l01\" class=\"itemizedlist\">\r\n \t<li>Teamwork brings diverse areas of expertise to bear on organizational problems and projects.<\/li>\r\n \t<li>Reaching teamwork goals requires skills in negotiating trade-offs, and teamwork brings these skills into play at almost every step in the process.<\/li>\r\n \t<li>To be successful, teams need a certain amount of autonomy and authority in making and implementing their decisions.<\/li>\r\n \t<li>A <strong class=\"emphasis bold\">team<\/strong> (or a <em class=\"emphasis\">work team<\/em>) is a group of people with complementary skills who work together to achieve a specific goal. Members of a <em class=\"emphasis\">working group<\/em> work independently and meet primarily to share information.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">Work teams have five key characteristics:<\/p>\r\n\r\n<ol id=\"frank-ch08_s01_s03_s04_l02\" class=\"orderedlist\">\r\n \t<li>They are accountable for achieving specific common goals.<\/li>\r\n \t<li>They function interdependently.<\/li>\r\n \t<li>They are stable.<\/li>\r\n \t<li>They have authority.<\/li>\r\n \t<li>They operate in a social context.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Companies build and support teams because of their effect on overall workplace performance, both organizational and individual.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">Work teams may be of several types:<\/p>\r\n\r\n<ol id=\"frank-ch08_s01_s03_s04_l03\" class=\"orderedlist\">\r\n \t<li>In the traditional <strong class=\"emphasis bold\">manager-led team<\/strong>, the leader defines the team\u2019s goals and activities and is responsible for its achieving its assigned goals.<\/li>\r\n \t<li>The leader of a <strong class=\"emphasis bold\">self-managing team<\/strong> may determine overall goals, but employees control the activities needed to meet them.<\/li>\r\n \t<li>A <strong class=\"emphasis bold\">cross-functional team<\/strong> is designed to take advantage of the special expertise of members drawn from different functional areas of the company.<\/li>\r\n \t<li>On <strong class=\"emphasis bold\">virtual teams<\/strong>, geographically dispersed members interact electronically in the process of pursuing a common goal.<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s01_s03_s04_n02\">\r\n<h3 class=\"title\">Exercise<\/h3>\r\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\r\n<p id=\"frank-ch08_s01_s03_s04_p03\" class=\"indent para\">You\u2019re a marketing researcher for a multinational food-products corporation, and for the past two years, you\u2019ve been able to work at home. The international division of the company has asked you to join a virtual team assigned to assess the prospects for a new sandwich planned for the Indian market.<\/p>\r\n<p id=\"frank-ch08_s01_s03_s04_p04\" class=\"indent para\">List a few of the challenges that you\u2019re likely to encounter as a member of the virtual team. Explain the steps you\u2019d take to deal with each of the challenges that you\u2019ve listed.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"chapter-title-wrap\">\r\n<h1><\/h1>\r\n<h1 class=\"chapter-title\" style=\"text-align: center\">Why Teamwork Works<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s02_n01\">\r\n<h3 class=\"title\">Learning Objectives<\/h3>\r\n<ol id=\"frank-ch08_s02_l01\" class=\"orderedlist\">\r\n \t<li>Explain why teams may be effective or ineffective.<\/li>\r\n \t<li>Identify factors that contribute to team cohesiveness.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<p id=\"frank-ch08_s02_p01\" class=\"nonindent para editable block\">Now that we know a little bit about <em class=\"emphasis\">how<\/em> teams work, we need to ask ourselves <em class=\"emphasis\">why<\/em> they work. Not surprisingly, this is a fairly complex issue. In this section, we\u2019ll answer these closely related questions: Why are teams often effective? Why are they sometimes <em class=\"emphasis\">in<\/em>effective?<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s02_s01\">\r\n<h2 class=\"title editable block\">Factors in Effective Teamwork<\/h2>\r\n<p id=\"frank-ch08_s02_s01_p01\" class=\"nonindent para editable block\">First, let\u2019s begin by identifying several factors that, in practice, tend to contribute to effective teamwork. Generally speaking, teams are effective when the following factors are met:[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 497.[\/footnote]<\/p>\r\n\r\n<ul id=\"frank-ch08_s02_s01_l01\" class=\"itemizedlist editable block\">\r\n \t<li><em class=\"emphasis\">Members depend on each other<\/em>. When team members rely on each other to get the job done, team productivity and efficiency are high.<\/li>\r\n \t<li><em class=\"emphasis\">Members trust one another<\/em>. Teamwork is more effective when members trust each other.<\/li>\r\n \t<li><em class=\"emphasis\">Members work better together than individually<\/em>. When team members perform better as a group than alone, collective performance exceeds individual performance.<\/li>\r\n \t<li><em class=\"emphasis\">Members become boosters<\/em>. When each member is encouraged by other team members to do his or her best, collective results improve.<\/li>\r\n \t<li><em class=\"emphasis\">Team members enjoy being on the team<\/em>. The more that team members derive satisfaction from being on the team, the more committed they become.<\/li>\r\n \t<li><em class=\"emphasis\">Leadership rotates<\/em>. Teams function effectively when leadership responsibility is shared over time.<\/li>\r\n<\/ul>\r\n<p id=\"frank-ch08_s02_s01_p02\" class=\"indent para editable block\">Most of these explanations probably make pretty clear intuitive sense. Unfortunately, because such issues are rarely as clear-cut as they may seem at first glance, we need to examine the issue of group effectiveness from another perspective\u2014one that considers the effects of factors that aren\u2019t quite so straightforward.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s02_s01_s01\">\r\n<h2 class=\"title editable block\">Group Cohesiveness<\/h2>\r\n<p id=\"frank-ch08_s02_s01_s01_p01\" class=\"nonindent para editable block\">The idea of group cohesiveness refers to the <em class=\"emphasis\">attractiveness<\/em> of a team to its members. If a group is high in cohesiveness, membership is quite satisfying to its members; if it\u2019s low in cohesiveness, members are unhappy with it and may even try to leave it. The principle of group cohesiveness, in other words, is based on the simple idea that groups are most effective when their members like being members of the group.[footnote]George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 371\u201377.[\/footnote][footnote]Festinger, L., \u201cInformal Social Communication, Psychological Review 57 (1950): 271\u201382.[\/footnote]<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s02_s01_s01_s01\">\r\n<h2 class=\"title editable block\">What Makes a Team Cohesive?<\/h2>\r\n<p id=\"frank-ch08_s02_s01_s01_s01_p01\" class=\"nonindent para editable block\">Numerous factors may contribute to team cohesiveness, but in this section, we\u2019ll focus on five of the most important:<\/p>\r\n\r\n<ol id=\"frank-ch08_s02_s01_s01_s01_l01\" class=\"orderedlist editable block\">\r\n \t<li><em class=\"emphasis\">Size<\/em>. The bigger the team, the less satisfied members tend to be. When teams get too large, members find it harder to interact closely with other members; a few members tend to dominate team activities, and conflict becomes more likely.<\/li>\r\n \t<li><em class=\"emphasis\">Similarity<\/em>. People usually get along better with people like themselves, and teams are generally more cohesive when members perceive fellow members as people who share their own attitudes and experience.<\/li>\r\n \t<li><em class=\"emphasis\">Success<\/em>. When teams are successful, members are satisfied, and other people are more likely to be attracted to their teams.<\/li>\r\n \t<li><em class=\"emphasis\">Exclusiveness<\/em>. The harder it is to get into a group, the happier the people who are already in it. Status (the extent to which outsiders look up to a team, as well as the perks that come with membership) also increases members\u2019 satisfaction.<\/li>\r\n \t<li><em class=\"emphasis\">Competition<\/em>. Members value membership more highly when they\u2019re motivated to achieve common goals\u2014especially when those goals mean outperforming other teams.<\/li>\r\n<\/ol>\r\n<h3>Figure 7.2 Cohesive Teams<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\">\r\n<div class=\"figure small editable block\" id=\"frank-ch08_s02_s01_s01_s01_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.2.0.jpg\" alt=\"A team smiling with all their hands in\" class=\"aligncenter size-full wp-image-1401\" width=\"500\" \/>A cohesive team with goals that are aligned with the goals of the organization is most likely to succeed.\u00a0<\/a><a href=\"https:\/\/www.flickr.com\/photos\/124961070@N02\/14485059353\">Teamwork and team spirit<\/a> \u2013 CC BY-ND 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<p id=\"frank-ch08_s02_s01_s01_s01_p02\" class=\"indent para editable block no-indent\">There\u2019s such a thing as too much cohesiveness. When, for instance, members are highly motivated to collaborate in performing the team\u2019s activities, the team is more likely to be effective in achieving its goals. Clearly, when those goals are aligned with the goals of the larger organization, the organization, too, will be happy. If, however, its members get too wrapped up in more immediate team goals, the whole team may lose sight of the larger organizational goals toward which it\u2019s supposed to be working.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s02_s01_s01_s02\">\r\n<h2 class=\"title editable block\">Groupthink<\/h2>\r\n<p id=\"frank-ch08_s02_s01_s01_s02_p01\" class=\"nonindent para editable block\">Likewise, it\u2019s easier for leaders to direct members toward team goals when members are all on the same page\u2014when there\u2019s a basic willingness to conform to the team\u2019s rules and guidelines. When there\u2019s too much conformity, however, the group can become ineffective: It may resist change and fresh ideas and, what\u2019s worse, may end up adopting its own dysfunctional tendencies as its way of doing things. Such tendencies may also encourage a phenomenon known as [pb_glossary id=\"1377\"]<strong><span class=\"margin_term\"><a class=\"glossterm\">groupthink<\/a><\/span><\/strong>[\/pb_glossary]\u2014the tendency to conform to group pressure in making decisions, while failing to think critically or to consider outside influences.<\/p>\r\n<p id=\"frank-ch08_s02_s01_s01_s02_p02\" class=\"indent para editable block no-indent\">Groupthink is often cited as a factor in the explosion of the space shuttle <em class=\"emphasis\">Challenger<\/em> in January 1986: Engineers from a supplier of components for the rocket booster warned that the launch might be risky because of the weather but were persuaded to reverse their recommendation by NASA officials who wanted the launch to proceed as scheduled.[footnote]Griffin, E., \u201cGroupthink of Irving Janis,\u201d 1997, http:\/\/www.doh.state.fl.us\/alternatesites\/cms-kids\/providers\/early_steps\/training\/documents\/groupthink_irving_janus.pdf (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s02_s02\">\r\n<h2 class=\"title editable block\">Why Teams Fail<\/h2>\r\n<p id=\"frank-ch08_s02_s02_p01\" class=\"nonindent para editable block\">Teams don\u2019t always work. To learn why, let\u2019s take a quick look at four common obstacles to success in introducing teams into an organization:[footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 317\u201318.[\/footnote]<\/p>\r\n\r\n<ul id=\"frank-ch08_s02_s02_l01\" class=\"itemizedlist editable block\">\r\n \t<li><em class=\"emphasis\">Unwillingness to cooperate<\/em>. Failure to cooperate can occur when members don\u2019t or won\u2019t commit to a common goal or set of activities. What if, for example, half the members of a product-development team want to create a brand-new product and half want to improve an existing product? The entire team may get stuck on this point of contention for weeks or even months.<\/li>\r\n \t<li><em class=\"emphasis\">Lack of managerial support<\/em>. Every team requires organizational resources to achieve its goals, and if management isn\u2019t willing to commit the needed resources\u2014say, funding or key personnel\u2014a team will probably fall short of those goals.<\/li>\r\n \t<li><em class=\"emphasis\">Failure of managers to delegate authority<\/em>. Team leaders are often chosen from the ranks of successful supervisors\u2014first-line managers who, as we saw in <a class=\"xref\" href=\"https:\/\/umn.pressbooks.network\/exploringbusiness\/?p=480\">Chapter 6 \u201cManaging for Business Success\u201d<\/a>, give instructions on a day-to-day basis and expect to have them carried out. This approach to workplace activities may not work very well in leading a team\u2014a position in which success depends on building a consensus and letting people make their own decisions.<\/li>\r\n \t<li><em class=\"emphasis\">Failure of teams to cooperate<\/em>. If you\u2019re on a workplace team, your employer probably depends on teams to perform much of the organization\u2019s work and meet many of its goals. In other words, it is, to some extent, a team-based organization, and as such, reaching its overall goals requires a high level of cooperation <em class=\"emphasis\">among teams.<\/em>[footnote]Thompson, L. L., <em class=\"emphasis\">Making the Team: A Guide for Managers<\/em> (Upper Saddle River, NJ: Pearson Education, 2008), 323\u201324.[\/footnote] When teams can\u2019t agree on mutual goals (or when they duplicate efforts), neither the teams nor the organization is likely to meet with much success.<\/li>\r\n<\/ul>\r\n<div class=\"section\" id=\"frank-ch08_s02_s02_s01\">\r\n<h2 class=\"title editable block\">Motivation and Frustration<\/h2>\r\n<p id=\"frank-ch08_s02_s02_s01_p01\" class=\"nonindent para editable block\">Finally, remember that teams are composed of people, and whatever the roles they happen to be playing at a given time, people are subject to psychological ups and downs. As members of workplace teams, they need motivation, when motivation is down, so are effectiveness and productivity. As you can see in <a class=\"xref\" href=\"#frank-ch08_s02_s02_s01_f01\">Figure 7.3 \u201cSources of Frustration\u201d<\/a>, the difficulty of maintaining a high level of motivation is the chief cause of frustration among members of teams. As such, it\u2019s also a chief cause of ineffective teamwork, and that\u2019s one reason why more employers now look for the ability to develop and sustain motivation when they\u2019re hiring new managers.[footnote]Thompson, L. L., <em class=\"emphasis\">Making the Team: A Guide for Managers<\/em> (Upper Saddle River, NJ: Pearson Education, 2008), 323\u201324.[\/footnote]<\/p>\r\n\r\n<h3>Figure 7.3 Sources of Frustration<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s02_s02_s01_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/1e7dd2051d111951955f856e350d053b.jpg\" alt=\"Sources of Frustration (from highest to lowest): Developing\/sustaining high motivation, minimizing confusion\/Solving problems, Fostering creativity\/innovation, Developing clear goals\" style=\"max-width: 497px\" \/>\r\n<\/a><\/p>\r\n\r\n<\/div>\r\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s02_s02_s01_n01\">\r\n<h3 class=\"title\">Key Takeaways<\/h3>\r\n<ul id=\"frank-ch08_s02_s02_s01_l01\" class=\"itemizedlist\">\r\n \t<li>\r\n<p class=\"nonindent para\">Generally speaking, teams are effective when the following are true:<\/p>\r\n\r\n<ol id=\"frank-ch08_s02_s02_s01_l02\" class=\"orderedlist\">\r\n \t<li>Members are interdependent.<\/li>\r\n \t<li>Members work better together than individually.<\/li>\r\n \t<li>Teams work well enough to satisfy members.<\/li>\r\n \t<li>Leadership rotates.<\/li>\r\n \t<li>Members help one another.<\/li>\r\n \t<li>Members become boosters.<\/li>\r\n \t<li>Members trust one another.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li><strong class=\"emphasis bold\">Group cohesiveness<\/strong> refers to the <em class=\"emphasis\">attractiveness<\/em> of a team to its members. If a group is high in cohesiveness, membership is quite satisfying to its members; if it\u2019s low in cohesiveness, members are unhappy with it and may even try to leave it.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">Common obstacles to team success include the following:<\/p>\r\n\r\n<ol id=\"frank-ch08_s02_s02_s01_l03\" class=\"orderedlist\">\r\n \t<li>Unwillingness to cooperate<\/li>\r\n \t<li>Lack of managerial support<\/li>\r\n \t<li>Failure of managers to delegate authority<\/li>\r\n \t<li>Failure of teams to cooperate<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s02_s02_s01_n02\">\r\n<h3 class=\"title\">Exercise<\/h3>\r\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\r\n<p id=\"frank-ch08_s02_s02_s01_p02\" class=\"indent para\">At some point in the coming week, while you\u2019re working on an assignment for any one of your classes, ask at least one other member of the class to help you with it or to collaborate with you in studying for it. After you\u2019ve completed your assignment, make a list of the advantages and disadvantages of working on the assignment with another person.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"chapter-title-wrap\">\r\n<h1 class=\"chapter-title\" style=\"text-align: center\">The Team and Its Members<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s03_n01\">\r\n<h3 class=\"title\">Learning Objectives<\/h3>\r\n<ol id=\"frank-ch08_s03_l01\" class=\"orderedlist\">\r\n \t<li>Understand the importance of learning to participate in team-based activities.<\/li>\r\n \t<li>Identify the skills needed by team members and the roles that members of a team might play.<\/li>\r\n \t<li>Learn how to survive team projects in college (and actually enjoy yourself).<\/li>\r\n \t<li>Explain the skills and behaviors that foster effective team leadership.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s01\">\r\n<h2 class=\"title editable block\">\u201cLife Is All about Group Work\u201d<\/h2>\r\n<div class=\"epigraph block\" id=\"frank-ch08_s03_s01_ep01\">\r\n<p id=\"frank-ch08_s03_s01_p01\" class=\"nonindent para\">\u201cI\u2019ll work extra hard and do it myself, but please don\u2019t make me have to work in a group.\u201d<\/p>\r\n\r\n<\/div>\r\n<p id=\"frank-ch08_s03_s01_p02\" class=\"nonindent para editable block\">Like it or not, you\u2019ll probably be given some teamwork assignments while you\u2019re in college. More than two-thirds of all students report having participated in the work of an organized team, and if you\u2019re in business school, you will almost certainly find yourself engaged in team-based activities.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.[\/footnote][footnote]Wellins, R. S., William C. Byham, and Jeanne M. Wilson, Empowered Teams (San Francisco: Jossey-Bass, 1991).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s03_s01_p03\" class=\"no-indent\">Why do we put so much emphasis on something that, reportedly, makes many students feel anxious and academically drained? Here\u2019s one college student\u2019s practical-minded answer to this question:<\/p>\r\n\r\n<blockquote>In the real world, you have to work with people. You don\u2019t always know the people you work with, and you don\u2019t always get along with them. Your boss won\u2019t particularly care, and if you can\u2019t get the job done, your job may end up on the line. Life is all about group work, whether we like it or not. And school, in many ways, prepares us for life, including working with others\u201d.[footnote]Nichols, H., \u201cTeamwork in School, Work and Life,\u201d iamnext.com, 2003, http:\/\/www.iamnext.com\/academics\/groupwork.html (accessed September 1, 2008).[\/footnote]<\/blockquote>\r\n<p id=\"frank-ch08_s03_s01_p05\" class=\"nonindent para editable block\">She\u2019s right. In placing so much emphasis on teamwork skills and experience, college business departments are doing the responsible thing\u2014preparing students for the business world that awaits them. A survey of <em class=\"emphasis\">Fortune<\/em> 1000 companies reveals that 79 percent already rely on self-managing teams and 91 percent on various forms of employee work groups. Another survey found that the skill that most employers value in new employees is the ability to work in teams.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.[\/footnote][footnote]Lawler, E. E., Treat People Right (San Francisco: Jossey-Bass, 2003).[\/footnote] If you\u2019re already trying to work your way up an organizational ladder, consider the advice of former Chrysler Chairman Lee Iacocca: \u201cA major reason that capable people fail to advance is that they don\u2019t work well with their colleagues\u201d.[footnote]Paulson, T. L., \u201cBuilding Bridges vs. Burning Them: The Subtle Art of Influence,\u201d 1990, at http:\/\/books.google.com\/books?id=iXkq-IFFJpcC&amp;pg=PA55&amp;lpg=PA55&amp;dq=%22capable+people+fail+to+ advance%22&amp;source=web&amp;ots=a2l2cJ2_AF&amp;sig=4Xk7EuOq2htSf2XqBWSFQxJwVqE &amp;hl=en&amp;sa=X&amp;oi=book_result&amp;resnum=1&amp;ct=result (accessed September 2, 2008).[\/footnote] The importance of the ability to work in teams was confirmed in a survey of leadership practices of more than sixty of the world\u2019s top organizations.[footnote]Fortune Magazine, \u201cWhat Makes Great Leaders: Rethinking the Route to Effective Leadership,\u201d Findings from the Fortune Magazine\/Hay Group 1999 Executive Survey of Leadership Effectiveness, http:\/\/ei.haygroup.com\/downloads\/pdf\/Leadership%20White%20Paper.pdf (accessed August 9, 2008).[\/footnote] When top executives in these organizations were asked, \u201cWhat causes high-potential leadership candidates to derail? (stop moving up in the organization),\u201d 60 percent of the organizations cited \u201cinability to work in teams.\u201d Interestingly, only 9 percent attributed the failure of these executives to advance to \u201clack of technical ability.\u201d While technical skills will be essential in your getting hired into an organization, your team skills will play a significant role in your ability to advance.<\/p>\r\n<p id=\"frank-ch08_s03_s01_p06\" class=\"indent para editable block no-indent\">To be team-ready or not to be team-ready\u2014that is the question. Or, to put it in plainer terms, the question is not whether you\u2019ll find yourself working as part of a team. You will. The question is whether you\u2019ll know how to participate successfully in team-based activities.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s02\">\r\n<h2 class=\"title editable block\">Will <em class=\"emphasis\">You<\/em> Make a Good Team Member?<\/h2>\r\n<p id=\"frank-ch08_s03_s02_p01\" class=\"nonindent para editable block\">What if your instructor in this course decides to divide the class into several three-, four-, or five-member teams and assigns each team to develop a new product plus a business plan to get it into production and out on the market? What teamwork skills could you bring to the table? What teamwork skills do you need to work on? What qualities do you possess that might make you a good team leader?<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s03_s02_s01\">\r\n<h2 class=\"title editable block\">What Skills Does the Team Need?<\/h2>\r\n<p id=\"frank-ch08_s03_s02_s01_p01\" class=\"nonindent para editable block\">Sometimes we hear about a sports team made up of mostly average players who win a championship because of coaching genius, flawless teamwork, and superhuman determination.[footnote]Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 346\u201347.[\/footnote] But not terribly often. In fact, we usually hear about such teams simply because they\u2019re newsworthy\u2014exceptions to the rule. Typically a team performs well because its members possess some level of talent. This doesn\u2019t mean, however, that we should reduce team performance to the mere sum of its individual contributions: Members\u2019 talents aren\u2019t very useful if they\u2019re not managed in a collective effort to achieve a common goal.<\/p>\r\n<p id=\"frank-ch08_s03_s02_s01_p02\" class=\"indent para editable block no-indent\">In the final analysis, of course, a team can succeed only if its members provide the skills that need managing. In particular, every team requires some mixture of three sets of skills:<\/p>\r\n\r\n<ul id=\"frank-ch08_s03_s02_s01_l01\" class=\"itemizedlist editable block\">\r\n \t<li><em class=\"emphasis\">Technical skills<\/em>. Because teams must perform certain tasks, they need people with the skills to perform them. For example, if your project calls for a lot of math work, it\u2019s good to have someone with the necessary quantitative skills.<\/li>\r\n \t<li><em class=\"emphasis\">Decision-making and problem-solving skills<\/em>. Because every task is subject to problems, and because handling every problem means deciding on the best solution, it\u2019s good to have members who are skilled in identifying problems, evaluating alternative solutions, and deciding on the best options.<\/li>\r\n \t<li><em class=\"emphasis\">Interpersonal skills<\/em>. Because teams are composed of people, and because people need direction and motivation and depend on communication, every group benefits from members who know how to listen, provide feedback, and smooth ruffled feathers. The same people are usually good at communicating the team\u2019s goals and needs to outsiders.<\/li>\r\n<\/ul>\r\n<p id=\"frank-ch08_s03_s02_s01_p03\" class=\"indent para editable block no-indent\">The key to success is ultimately the right mix of these skills. Remember, too, that no team needs to possess all these skills\u2014never mind the right balance of them\u2014from day one. In many cases, a team gains certain skills only when members volunteer for certain tasks and perfect their skills in the process of performing them. For the same reason, effective teamwork develops over time as team members learn how to handle various team-based tasks. In a sense, teamwork is always work in progress.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02\">\r\n<h2 class=\"title editable block\">What Roles Do Team Members Play?<\/h2>\r\n<p id=\"frank-ch08_s03_s02_s02_p01\" class=\"nonindent para editable block\">Like your teamwork skills, expect your role on a team to develop over time. Also remember that, both as a student and as a member of the workforce, you\u2019ll be a <em class=\"emphasis\">member<\/em> of a team more often than a <em class=\"emphasis\">leader<\/em> (a subject that we\u2019ll take up in the next section). Team members, however, can have as much impact on a team\u2019s success as its leaders. The key is the quality of the contributions they make in performing nonleadership roles.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s03_s02_s02_p02\" class=\"indent para editable block no-indent\">What, exactly, are those roles? At this point, you\u2019ve probably concluded that every team faces two basic challenges:<\/p>\r\n\r\n<ol id=\"frank-ch08_s03_s02_s02_l01\" class=\"orderedlist editable block\">\r\n \t<li>\r\n<p class=\"no-indent\">Accomplishing its assigned task<\/p>\r\n<\/li>\r\n \t<li>\r\n<p class=\"no-indent\">Maintaining or improving group cohesiveness<\/p>\r\n<\/li>\r\n<\/ol>\r\n<p id=\"frank-ch08_s03_s02_s02_p03\" class=\"indent para editable block no-indent\">Whether you affect the team\u2019s work positively or negatively depends on the extent to which you help it or hinder it in meeting these two challenges.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.[\/footnote] We can thus divide teamwork roles into two categories, depending on which of these two challenges each role addresses. These two categories (task-facilitating roles and relationship-building roles) are summarized in <a class=\"xref\" href=\"#frank-ch08_s03_s02_s02_t01\">Table 7.2 \u201cRoles that Team Members Play\u201d<\/a>.<\/p>\r\n\r\n<div class=\"wp-nocaption\">\r\n<div class=\"table block caption\" id=\"frank-ch08_s03_s02_s02_t01\">\r\n<h3 class=\"nonindent title\"><span class=\"title-prefix\">Table 7.2<\/span> Roles that Team Members Play [footnote]<em class=\"emphasis\">Source<\/em>: Adapted from David A. Whetten and Kim S. Cameron, <em class=\"emphasis\">Developing Management Skills<\/em>, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 517, 519.[\/footnote]<\/h3>\r\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\r\n<thead>\r\n<tr>\r\n<th>Task-facilitating Roles<\/th>\r\n<th>Example<\/th>\r\n<th>Relationship-building Roles<\/th>\r\n<th>Example<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>Direction giving<\/td>\r\n<td>\u201cJot down a few ideas and we\u2019ll see what everyone has come up with.\u201d<\/td>\r\n<td>Supporting<\/td>\r\n<td>\u201cNow, that\u2019s what I mean by a practical application.\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Information seeking<\/td>\r\n<td>\u201cDoes anyone know if this is the latest data we have?\u201d<\/td>\r\n<td>Harmonizing<\/td>\r\n<td>\u201cActually, I think you\u2019re both saying pretty much the same thing.\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Information giving<\/td>\r\n<td>\u201cHere are latest numbers from.\u2026\u201d<\/td>\r\n<td>Tension relieving<\/td>\r\n<td>\u201cBefore we go on to the next section, how many people would like a pillow?\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Elaborating<\/td>\r\n<td>\u201cI think a good example of what you\u2019re talking about is.\u2026\u201d<\/td>\r\n<td>Confronting<\/td>\r\n<td>\u201cHow does that suggestion relate to the topic that we\u2019re discussing?\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Urging<\/td>\r\n<td>\u201cLet\u2019s try to finish this proposal before we adjourn.\u201d<\/td>\r\n<td>Energizing<\/td>\r\n<td>\u201cIt\u2019s been a long time since I\u2019ve had this many laughs at a meeting in <em class=\"emphasis\">this<\/em> department.\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Monitoring<\/td>\r\n<td>\u201cIf you\u2019ll take care of the first section, I\u2019ll make sure that we have the second by next week.\u201d<\/td>\r\n<td>Developing<\/td>\r\n<td>\u201cIf you need some help pulling the data together, let me know.\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Process analyzing<\/td>\r\n<td>\u201cWhat happened to the energy level in this room?\u201d<\/td>\r\n<td>Consensus building<\/td>\r\n<td>\u201cDo we agree on the first four points even if number five needs a little more work?\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Reality testing<\/td>\r\n<td>\u201cCan we make this work and stay within budget?\u201d<\/td>\r\n<td>Empathizing<\/td>\r\n<td>\u201cIt\u2019s not you. The numbers <em class=\"emphasis\">are<\/em> confusing.\u201d<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Enforcing<\/td>\r\n<td>\u201cWe\u2019re getting off track. Let\u2019s try to stay on topic.\u201d<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Summarizing<\/td>\r\n<td>\u201cBefore we jump ahead, here\u2019s what we\u2019ve decided so far.\u201d<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"copyright\">\r\n<p class=\"nonindent para\"><span style=\"font-family: Roboto, Helvetica, Arial, sans-serif;font-size: 1.2rem;font-weight: bold\">Task-Facilitating Roles<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02_s01\">\r\n<p id=\"frank-ch08_s03_s02_s02_s01_p01\" class=\"nonindent para editable block\">Task-facilitating roles address challenge number one\u2014accomplishing the team goals. As you can see from <a class=\"xref\" href=\"#frank-ch08_s03_s02_s02_t01\">Table 7.2 \u201cRoles that Team Members Play\u201d<\/a>, such roles include not only providing information when someone else needs it but also asking for it when you need it. In addition, it includes <em class=\"emphasis\">monitoring<\/em> (checking on progress) and <em class=\"emphasis\">enforcing<\/em> (making sure that team decisions are carried out). Task facilitators are especially valuable when assignments aren\u2019t clear or when progress is too slow. Moreover, every team needs people who recognize when a little task facilitation is called for.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02_s02\">\r\n<h2 class=\"title editable block\">Relationship-Building Roles<\/h2>\r\n<p id=\"frank-ch08_s03_s02_s02_s02_p01\" class=\"nonindent para editable block\">When you challenge unmotivated behavior or help other team members understand their roles, you\u2019re performing a relationship-building role and addressing challenge number two\u2014maintaining or improving group cohesiveness. This type of role includes just about every activity that improves team \u201cchemistry,\u201d from <em class=\"emphasis\">confronting<\/em> to <em class=\"emphasis\">empathizing<\/em>.<\/p>\r\n<p id=\"frank-ch08_s03_s02_s02_s02_p02\" class=\"indent para editable block no-indent\">Bear in mind three points about this model of team-membership roles: (1) Teams are most effective when there\u2019s a good balance between task facilitation and relationship building; (2) it\u2019s hard for any given member to perform both types of roles, as some people are better at focusing on tasks and others on relationships; and (3) overplaying any facet of any role can easily become counterproductive. For example, <em class=\"emphasis\">elaborating<\/em> on something may not be the best strategy when the team needs to make a quick decision; and <em class=\"emphasis\">consensus building<\/em> may cause the team to overlook an important difference of opinion.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02_s03\">\r\n<h2 class=\"title editable block\">Blocking Roles<\/h2>\r\n<p id=\"frank-ch08_s03_s02_s02_s03_p01\" class=\"nonindent para editable block\">Finally, review <a class=\"xref\" href=\"#frank-ch08_s03_s02_s02_s03_t01\">Table 7.3 \u201cHow to Block Teamwork\u201d<\/a>, which summarizes a few characteristics of another kind of team-membership role. So-called blocking roles consist of behavior that inhibits either team performance or that of individual members. Every member of the team should know how to recognize blocking behavior. If teams don\u2019t confront dysfunctional members, they can destroy morale, hamper consensus building, create conflict, and hinder progress.<\/p>\r\n\r\n<div class=\"wp-nocaption\">\r\n<div class=\"table block caption\" id=\"frank-ch08_s03_s02_s02_s03_t01\">\r\n<h3 class=\"nonindent title\"><span class=\"title-prefix\">Table 7.3<\/span> How to Block Teamwork [footnote]<em class=\"emphasis\">Source<\/em>: Adapted from David A. Whetten and Kim S. Cameron, <em class=\"emphasis\">Developing Management Skills<\/em>, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 519\u201320.[\/footnote]<\/h3>\r\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\r\n<thead>\r\n<tr>\r\n<th>Blocking Strategy<\/th>\r\n<th>Tactics<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>Dominate<\/td>\r\n<td>Talk as much as possible; interrupt and interject<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Overanalyze<\/td>\r\n<td>Split hairs and belabor every detail<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Stall<\/td>\r\n<td>Frustrate efforts to come to conclusions: decline to agree, sidetrack the discussion, rehash old ideas<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Remain passive<\/td>\r\n<td>Stay on the fringe; keep interaction to a minimum; wait for others to take on work<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Overgeneralize<\/td>\r\n<td>Blow things out of proportion; float unfounded conclusions<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Find fault<\/td>\r\n<td>Criticize and withhold credit whenever possible<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Make premature decisions<\/td>\r\n<td>Rush to conclusions before goals are set, information is shared, or problems are clarified<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Present opinions as facts<\/td>\r\n<td>Refuse to seek factual support for ideas that you personally favor<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Reject<\/td>\r\n<td>Object to ideas offered by people who tend to disagree with you<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Pull rank<\/td>\r\n<td>Use status or title to push through ideas, rather than seek consensus on their value<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Resist<\/td>\r\n<td>Throw up roadblocks to progress; look on the negative side<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Deflect<\/td>\r\n<td>Refuse to stay on topic; focus on minor points rather than main points<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"copyright\">\r\n<p class=\"nonindent para\"><span style=\"font-family: Roboto, Helvetica, Arial, sans-serif;font-size: 1.2rem;font-weight: bold\">Class Team Projects<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s03\">\r\n<p id=\"frank-ch08_s03_s03_p01\" class=\"nonindent para editable block\">As we highlighted earlier, throughout your academic career you\u2019ll likely participate in a number of team projects. Not only will you make lasting friends by being a member of a team, but in addition you\u2019ll produce a better product. To get insider advice on how to survive team projects in college (and perhaps really enjoy yourself in the process), let\u2019s look at some suggestions offered by two students who have gone through this experience.[footnote]Nichols, H., \u201cTeamwork in School, Work and Life,\u201d iamnext.com, 2003, http:\/\/www.iamnext.com\/academics\/groupwork.html (accessed September 1, 2008).[\/footnote][footnote]Feenstra, K., \u201cStudy Skills: Team Work Skills for Group Projects,\u201d iamnext.com, 2002, http:\/\/www.iamnext.com\/academics\/grouproject.html (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<ul id=\"frank-ch08_s03_s03_l01\" class=\"itemizedlist editable block\">\r\n \t<li><em class=\"emphasis\">Draw up a team charter<\/em>. At the beginning of the project, draw up a team charter (or contract) that includes the goals of the group; ways to ensure that each team member\u2019s ideas are considered and respected; when and where your group will meet; what happens if a team member skips meetings or doesn\u2019t do his or her share of the work; how conflicts will be resolved.<\/li>\r\n \t<li><em class=\"emphasis\">Contribute your ideas<\/em>. Share your ideas with your group; they might be valuable to the group. The worst that could happen is that they won\u2019t be used (which is what would happen if you kept quiet).<\/li>\r\n \t<li><em class=\"emphasis\">Never miss a meeting<\/em>. Pick a weekly meeting time and write it into your schedule as if it were a class. Never skip it. And make your meetings productive.<\/li>\r\n \t<li><em class=\"emphasis\">Be considerate of each other<\/em>. Be patient, listen to everyone, communicate frequently, involve everyone in decision making, don\u2019t think you\u2019re always right, be positive, avoid infighting, build trust.<\/li>\r\n \t<li><em class=\"emphasis\">Create a process for resolving conflict<\/em>. Do this before conflict arises. Set up rules to help the group decide whether the conflict is constructive, whether it\u2019s personal, or whether it arises because someone won\u2019t pull his or her weight. Decide, as a group, how conflict will be handled.<\/li>\r\n \t<li><em class=\"emphasis\">Use the strengths of each team member<\/em>. Some students are good researchers, others are good writers, others have strong problem-solving or computer skills, while others are good at generating ideas. Don\u2019t have your writer do the research and your researcher do the writing. Not only would the team not be using its resources wisely, but two team members will be frustrated because they\u2019re not using their strengths.<\/li>\r\n \t<li><em class=\"emphasis\">Don\u2019t do all the work yourself<\/em>. Work with your team to get the work done. The project output is not as important as the experience of working in a team.<\/li>\r\n \t<li><em class=\"emphasis\">Set deadlines<\/em>. Don\u2019t leave everything to the end; divide up tasks, hold team members accountable, and set intermediary deadlines for each team member to get his or her work done. Work together to be sure the project is in on time and in good shape.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s03_s04\">\r\n<h2 class=\"title editable block\">What Does It Take to Lead a Team?<\/h2>\r\n<p id=\"frank-ch08_s03_s04_p01\" class=\"nonindent para editable block\">\u201cSome people are born leaders, some achieve leadership, and some have leadership thrust upon them.\u201d Or so Shakespeare might have said if he were managing a twenty-first-century work team instead of a sixteenth-century theater troupe. At some point in a successful career, whether in business, school, or any other form of organizational work, you may be asked (or assigned) to lead a team. The more successful you are, the more likely you are to receive such an invitation. So, what will you have to do as a leader? What skills will you need?<\/p>\r\n<p id=\"frank-ch08_s03_s04_p02\" class=\"indent para editable block no-indent\">Like so many of the questions that we ask in this book, these questions don\u2019t have any simple answers. As for the first question\u2014what does a leader have to do?\u2014we can provide one broad answer: A leader must help members develop the attitudes and behavior that contribute to team success: interdependence, collective responsibility, shared commitment, and so forth.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s03_s04_s01\">\r\n<h2 class=\"title editable block\">Influence Team Members and Gain their Trust<\/h2>\r\n<p id=\"frank-ch08_s03_s04_s01_p01\" class=\"nonindent para editable block\">Team leaders must be able to influence their team members. And notice that we say <em class=\"emphasis\">influence<\/em>: except in unusual circumstances, giving commands and controlling everything directly doesn\u2019t work very well.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.[\/footnote] As one team of researchers puts it, team leaders are more effective when they work <em class=\"emphasis\">with<\/em> members rather than <em class=\"emphasis\">on<\/em> them.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.[\/footnote] Hand in hand with the ability to influence is the ability to gain and keep the <em class=\"emphasis\">trust<\/em> of team members. People aren\u2019t likely to be influenced by a leader whom they perceive as dishonest or selfishly motivated.<\/p>\r\n\r\n<h3>Figure 7.4 Team Leaders<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\">\r\n<div class=\"figure small editable block\" id=\"frank-ch08_s03_s04_s01_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.3.0-1024x662.jpg\" alt=\"A leader standing in front of her team\" class=\"aligncenter size-large wp-image-1404\" width=\"500\" \/><\/a><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\nTeam leaders are most effective when they can not only influence members but also gain their trust.\u00a0<a href=\"https:\/\/pixabay.com\/en\/suit-leader-work-bank-economy-453476\"><\/a>[footnote]<a href=\"https:\/\/pixabay.com\/en\/suit-leader-work-bank-economy-453476\">Pixabay<\/a> \u2013 CC0 Public Domain.[\/footnote]\r\n<p id=\"frank-ch08_s03_s04_s01_p02\" class=\"indent para editable block no-indent\">Assuming you were asked to lead a team, there are certain leadership skills and behaviors that would help you influence your team members and build trust. Let\u2019s look at seven of these:<\/p>\r\n\r\n<ul id=\"frank-ch08_s03_s04_s01_l01\" class=\"itemizedlist editable block\">\r\n \t<li><em class=\"emphasis\">Demonstrate integrity<\/em>. Do what you say you\u2019ll do, and act in accordance with your stated values. Be honest in communicating with members, and follow through on promises.<\/li>\r\n \t<li><em class=\"emphasis\">Be clear and consistent<\/em>. Let members know that you\u2019re certain about what you want, and remember that being clear and consistent reinforces your credibility.<\/li>\r\n \t<li><em class=\"emphasis\">Generate positive energy<\/em>. Be optimistic and compliment team members. Recognize their progress and success.<\/li>\r\n \t<li><em class=\"emphasis\">Acknowledge common points of view<\/em>. Even if you\u2019re about to propose some kind of change, before embarking on a new stage of a project recognize the value of the views that members already hold in common.<\/li>\r\n \t<li><em class=\"emphasis\">Manage agreement and disagreement<\/em>. When members agree with you, focus on your point of view and present it reasonably. When they disagree with you, acknowledge both sides of the issue and support your own with strong, clearly presented evidence.<\/li>\r\n \t<li><em class=\"emphasis\">Encourage and coach<\/em>. Buoy up members when they run into new and uncertain situations and when success depends on their performing at a high level. Give them the information they need and otherwise help them to perform tasks.<\/li>\r\n \t<li><em class=\"emphasis\">Share information<\/em>. Let members know that you\u2019re knowledgeable about team tasks and individual talents. Check with team members regularly to find out what they\u2019re doing and how the job is progressing. Collect information from outside sources, and make sure that it gets to the team members who need it.<\/li>\r\n<\/ul>\r\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s03_s04_s01_n01\">\r\n<h3 class=\"title\">Key Takeaways<\/h3>\r\n<ul id=\"frank-ch08_s03_s04_s01_l02\" class=\"itemizedlist\">\r\n \t<li>As the business world depends more and more on teamwork, it\u2019s increasingly important for incoming members of the workforce to develop skills and experience in team-based activities.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">Every team requires some mixture of three skill sets:<\/p>\r\n\r\n<ol id=\"frank-ch08_s03_s04_s01_l03\" class=\"orderedlist\">\r\n \t<li><em class=\"emphasis\">Technical skills<\/em>: skills needed to perform specific tasks<\/li>\r\n \t<li><em class=\"emphasis\">Decision-making and problem-solving skills<\/em>: skills needed to identify problems, evaluate alternative solutions, and decide on the best options<\/li>\r\n \t<li><em class=\"emphasis\">Interpersonal skills<\/em>: skills in listening, providing feedback, and resolving conflict<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Team members deal with two basic challenges: (1) accomplishing the team\u2019s assigned task and (2) maintaining or improving group cohesiveness.<\/li>\r\n \t<li><strong class=\"emphasis bold\">Task-facilitating roles<\/strong> address challenge number one\u2014accomplishing team tasks. <strong class=\"emphasis bold\">Relationship-building roles<\/strong> address challenge number two\u2014maintaining or improving group cohesiveness. <strong class=\"emphasis bold\">Blocking roles<\/strong> consist of behavior that inhibits either team performance or that of individual members.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">The following are eight ways to add value to and survive team projects in college:<\/p>\r\n\r\n<ol id=\"frank-ch08_s03_s04_s01_l04\" class=\"orderedlist\">\r\n \t<li>Draw up a team charter.<\/li>\r\n \t<li>Contribute your ideas.<\/li>\r\n \t<li>Never miss a meeting.<\/li>\r\n \t<li>Be considerate of each other.<\/li>\r\n \t<li>Create a process for resolving conflict.<\/li>\r\n \t<li>Use the strengths of each team member.<\/li>\r\n \t<li>Don\u2019t do all the work yourself.<\/li>\r\n \t<li>Set deadlines.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">The following are seven types of skills and behaviors that help team leaders influence their members and gain their trust:<\/p>\r\n\r\n<ol id=\"frank-ch08_s03_s04_s01_l05\" class=\"orderedlist\">\r\n \t<li>Demonstrating integrity<\/li>\r\n \t<li>Being clear and consistent<\/li>\r\n \t<li>Generating positive energy<\/li>\r\n \t<li>Acknowledging common points of view<\/li>\r\n \t<li>Managing agreement and disagreement<\/li>\r\n \t<li>Encouraging and coaching<\/li>\r\n \t<li>Sharing information<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s03_s04_s01_n02\">\r\n<h3 class=\"title\">Exercise<\/h3>\r\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\r\n<p id=\"frank-ch08_s03_s04_s01_p03\" class=\"indent para\">One student, a veteran of team-based assignments, has some good advice to offer students who are following in her footsteps. Don\u2019t start, she advises, until you\u2019ve drawn up a <em class=\"emphasis\">team charter<\/em>. This charter (or contract) should include the following: the goals of the group; information on meeting times and places; ways to ensure that each member\u2019s ideas are considered and respected; methods for resolving conflicts; a \u201ckick-out\u201d clause\u2014a statement of what will happen if a team member skips meetings or fails to do his or her share of the work.[footnote]Feenstra, K., \u201cStudy Skills: Team Work Skills for Group Projects,\u201d iamnext.com, 2002, http:\/\/www.iamnext.com\/academics\/grouproject.html (accessed October 11, 2011).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s03_s04_s01_p04\" class=\"indent para\">Now assume that you\u2019ve just been assigned to a team in one of your classes. Prepare a first-draft charter in which you spell out rules of conduct for the team and its members.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"chapter-title-wrap\">\r\n<h1><\/h1>\r\n<h1 class=\"chapter-title\" style=\"text-align: center\">The Business of Communication<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s04_n01\">\r\n<h3 class=\"title\">Learning Objectives<\/h3>\r\n<ol id=\"frank-ch08_s04_l01\" class=\"orderedlist\">\r\n \t<li>Discuss the role of communication in the design of the RAZR cell phone.<\/li>\r\n \t<li>Define <em class=\"emphasis\">communication<\/em> and discuss the ways in which organizations benefit from effective communication.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s04_s01\">\r\n<h2 class=\"title editable block\">Communication by Design<\/h2>\r\n<p id=\"frank-ch08_s04_s01_p01\" class=\"nonindent para editable block\">As the chief designer assigned to the \u201cthin-clam\u201d team at Motorola, Chris Arnholt was responsible for some of the phone\u2019s distinctive physical features, including its sleek aluminum finish and backlit keyboard. In fact, it was he who pushed the company\u2019s engineers and marketers to buck an industry trend toward phones that were getting fatter because of many add-ons such as cameras and stereo speakers. For Arnholt had a vision. He called it \u201crich minimalism,\u201d and his goal was to help the Motorola cell phone team realize a product that embodied that profile.<\/p>\r\n<p id=\"frank-ch08_s04_s01_p02\" class=\"indent para editable block no-indent\">But what exactly did Arnholt mean by rich minimalism? \u201cSometimes,\u201d he admits, \u201cmy ideas are tough to communicate,\u201d but as a veteran in his field, he also understands that \u201cdesign is really about communication\u201d.[footnote]Lashinsky, A., \u201cRAZR\u2019s Edge,\u201d Fortune, CNNMoney.com, June 1, 2006, http:\/\/money.cnn.com\/magazines\/fortune\/fortune_archive\/2006\/06\/12\/8379239\/index.htm (accessed August 22, 2008)[\/footnote][footnote]Anthony, S. D., \u201cMotorola\u2019s Bet on the RAZR\u2019s Edge,\u201d HBS Working Knowledge, September 12, 2005, http:\/\/hbswk.hbs.edu\/archive\/4992.html (accessed October 11, 2011).[\/footnote] His chief (and ongoing) task, then, was communicating to the cell phone team what he meant by rich minimalism. Ultimately, of course, he had to show them what rich minimalism looked like when it appeared in tangible form in a fashionable new cell phone. In the process, he also had to be sure that the cell phone included certain key benefits that prospective consumers would want. As always, the physical design of the finished product had to be right for its intended market.<\/p>\r\n<p id=\"frank-ch08_s04_s01_p03\" class=\"indent para editable block no-indent\">We\u2019ll have much more to say about the process of developing new products in <a class=\"xref\" href=\"https:\/\/umn.pressbooks.network\/exploringbusiness\/?p=818\">Chapter 10 \u201cProduct Design and Development\u201d<\/a>. Here, however, let\u2019s simply highlight two points about the way successful companies approach the challenges of new-product design and development (which you will likely recognize from reading the first part of this chapter):<\/p>\r\n\r\n<ol id=\"frank-ch08_s04_s01_l01\" class=\"orderedlist editable block\">\r\n \t<li>In contributing to the new-product design and development process, industrial designers like Chris Arnholt must effectively communicate both ideas and practical specifications.<\/li>\r\n \t<li>The design and development process usually succeeds only when the assigned team integrates input from every relevant area of the organization.[footnote]Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173.[\/footnote]<\/li>\r\n<\/ol>\r\n<p id=\"frank-ch08_s04_s01_p04\" class=\"indent para editable block no-indent\">The common denominator in both facets of the process is effective communication. The designer, for example, must communicate not only his vision of the product but also certain specifications for turning it into something concrete. Chris Arnholt sculpted models out of cornstarch and then took them home at night to refashion them according to suggestions made by the product team. Then he\u2019d put his newest ideas on paper and hand the drawings over to another member of his design team, who\u2019d turn them into 3D computer graphics from which other specialists would build plastic models. Without effective communication at every step in this process, it isn\u2019t likely that a group of people with different skills would produce plastic models bearing a practical resemblance to Arnholt\u2019s original drawings. On top of everything else, Arnholt\u2019s responsibility as chief designer required him to communicate his ideas not only about the product\u2019s visual and physical features but also about the production processes and manufacturing requirements for building it.[footnote](ISDA) Industrial Designers Society of America (IDSA), \u201cAbout ID,\u201d IDSA, http:\/\/www.idsa.org\/absolutenm\/templates\/?a=89&amp;z=23 (accessed September 4, 2008).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s04_s01_p05\" class=\"indent para editable block no-indent\">Thus Arnholt\u2019s job\u2014which is to say, his responsibility on the cell phone team\u2014meant that he had to do a lot more than merely design the product. Strictly speaking, the designer\u2019s function is to understand a product from the consumer\u2019s point of view; develop this understanding into a set of ideas and specifications that will satisfy not only consumer needs but producer requirements; and make recommendations through drawings, models, and verbal communications (IDSA, 2008). Even our condensed version of the RAZR story, however, indicates that Arnholt\u2019s job was far broader. Why? Because new-product design is an integrative process: contributions must come from all functions within an organization, including <em class=\"emphasis\">operations<\/em> (which includes research and development, engineering and manufacturing), <em class=\"emphasis\">marketing<\/em>, <em class=\"emphasis\">management<\/em>, <em class=\"emphasis\">finance<\/em>, and <em class=\"emphasis\">accounting.[footnote]Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173.[\/footnote]<\/em><\/p>\r\n<p id=\"frank-ch08_s04_s01_p06\" class=\"indent para editable block no-indent\">Our version of the RAZR story has emphasized operations (which includes research and development, engineering, and manufacturing) and touched on the role of marketing (which collects data about consumer needs). Remember, though, that members from several areas of management were recruited for the team. Because the project required considerable investment of Motorola\u2019s capital, finance was certainly involved, and the decision to increase production in late 2004 was based on numbers crunched by the accounting department. At every step, Arnholt\u2019s drawings, specs, and recommendations reflected his collaboration with people from all these functional areas.<\/p>\r\n\r\n<h3>Figure 7.5 Motorola Razor<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 380px\" id=\"frank-ch08_s04_s01_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.4.0.jpg\" alt=\"A man texting on a Motorola V3i\" class=\"aligncenter size-full wp-image-1406\" width=\"380\" \/><\/a><\/p>\r\n\r\n<\/div>\r\nThe explosion of text messaging has changed the way people use their cell phones and created new design needs for manufacturers like Motorola.\u00a0[footnote]Adrian Black \u2013 <a href=\"https:\/\/www.flickr.com\/photos\/adrianblack\/1224659155\">Motorola V3i Open<\/a> \u2013 CC BY-NC 2.0.[\/footnote]\r\n<p id=\"frank-ch08_s04_s01_p07\" class=\"indent para editable block no-indent\">What all this interactivity amounts to is <em class=\"emphasis\">communication.<\/em>[footnote]Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173.[\/footnote] As for what Arnholt meant by rich minimalism, you\u2019ll need to take a look at the picture of the RAZR at the beginning of the chapter. Among other things, it means a blue electroluminescent panel and a 22 kHz polyphonic speaker.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s04_s02\">\r\n<h2 class=\"title editable block\">What Is Communication?<\/h2>\r\n<p id=\"frank-ch08_s04_s02_p01\" class=\"nonindent para editable block\">Let\u2019s start with a basic (and quite practical) definition of [pb_glossary id=\"1379\"]<strong>communication<\/strong>[\/pb_glossary] as the process of transferring information from a sender to a receiver. When you call up a classmate to inform him that your Introduction to Financial Accounting class has been canceled, you\u2019re sending information and your classmate is receiving it. When you go to your professor\u2019s Web site to find out the assignment for the next class, your professor is sending information and you\u2019re receiving it. When your boss e-mails you the data you need to complete a sales report and tells you to e-mail the report back to her by 4 o\u2019clock, your boss is sending information and, once again, you\u2019re receiving it; later in the day, the situation will be reversed.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s04_s03\">\r\n<h2 class=\"title editable block\">Your Ticket In (or Out)<\/h2>\r\n<p id=\"frank-ch08_s04_s03_p01\" class=\"nonindent para editable block\">Obviously, you participate in dozens of \u201cinformational transfers\u201d every day. (In fact, they take up about 70 percent of your waking hours\u201480 percent if you have some sort of managerial position.[footnote]Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 368.[\/footnote][footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 243.[\/footnote] In any case, it wouldn\u2019t make much sense for us to pursue the topic much further without assuming that you\u2019ve gained <em class=\"emphasis\">some<\/em> experience and mastered <em class=\"emphasis\">some<\/em> skills in the task of communicating. At the same time, though, we\u2019ll also venture to guess that you\u2019re much more comfortable having casual conversations with friends than writing class assignments or giving speeches in front of classmates. That\u2019s why we\u2019re going to resort to the same plain terms that we used when we discussed the likelihood of your needing teamwork skills in an organizational setting: The question is not whether you\u2019ll need communication skills (both written and verbal). You will. The question is whether you\u2019ll develop the skills to communicate effectively in a variety of organizational situations.<\/p>\r\n<p id=\"frank-ch08_s04_s03_p02\" class=\"indent para editable block no-indent\">Once again, the numbers back us up. In a recent survey by the Association of Colleges and Employers, the ability to communicate well topped the list of skills that business recruiters want in potential hires.[footnote]National Association of Colleges and Employers, \u201c2006 Job Outlook,\u201d NACEWeb, 2007, http:\/\/www.naceweb.org (accessed October 11, 2011).[\/footnote] A College Board survey of 120 major U.S. companies concludes that writing is a \u201cthreshold skill\u201d for both employment and promotion. \u201cIn most cases,\u201d volunteered one human resources director, \u201cwriting ability could be your ticket in\u2014or your ticket out.\u201d Applicants and employees who can\u2019t write and communicate clearly, says the final report, \u201cwill not be hired and are unlikely to last long enough to be considered for promotion\u201d.[footnote]College Board, \u201cWriting: A Ticket to Work\u2026or a Ticket Out: A Survey of Business Leaders,\u201d Report of the National Commission on Writing, September 2004, http:\/\/www.writingcommission.org\/prod_downloads\/writingcom\/writing-ticket-to-work.pdf (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s04_s03_s01\">\r\n<h2 class=\"title editable block\">Why Are Communication Skills Important?<\/h2>\r\n<p id=\"frank-ch08_s04_s03_s01_p01\" class=\"nonindent para editable block\">They\u2019re important to you because they\u2019re important to prospective employers. And why do employers consider communication skills so important? Because they\u2019re good for business. Research shows that businesses benefit in several ways when they\u2019re able to foster effective communication among employees:[footnote]Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4.[\/footnote][footnote]Carr, N., \u201cLessons in Corporate Blogging,\u201d Business Week, July 18, 2006, 9.[\/footnote]<\/p>\r\n\r\n<ul id=\"frank-ch08_s04_s03_s01_l01\" class=\"itemizedlist editable block\">\r\n \t<li>Decisions are more convincing and certain, and problem solving is faster.<\/li>\r\n \t<li>Warning signs of potential problems appear earlier.<\/li>\r\n \t<li>Workflow moves more smoothly and productivity increases.<\/li>\r\n \t<li>Business relationships are stronger.<\/li>\r\n \t<li>Marketing messages are more persuasive.<\/li>\r\n \t<li>The company\u2019s professional image is enhanced.<\/li>\r\n \t<li>Employee satisfaction goes up and turnover goes down.<\/li>\r\n \t<li>The firm and its investors enjoy better financial results.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s04_s03_s02\">\r\n<h2 class=\"title editable block\">What Skills Are Important?<\/h2>\r\n<p id=\"frank-ch08_s04_s03_s02_p01\" class=\"nonindent para editable block\"><a class=\"xref\" href=\"#frank-ch08_s04_s03_s02_f01\">Figure 7.6 \u201cRequired Skills\u201d<\/a> reveals some further findings of the College Board survey that we mentioned previously\u2014namely, the percentage of companies that identified certain communication skills as being \u201cfrequently\u201d or \u201calmost always\u201d necessary in their workplaces. As you can see, ability in using e-mail is a nearly universal requirement (and in many cases this includes the ability to adapt messages to different receivers or compose persuasive messages when necessary). The ability to make presentations (with visuals) also ranks highly.<\/p>\r\n\r\n<h3 class=\"nonindent para editable block\">Figure 7.6 Required Skills<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s04_s03_s02_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/c1825ad67eb5eefaec94d0550680a628.jpg\" alt=\"Required Skills: E-mail, Presentations with visuals, Technical reports, Formal reports, Memos\/correspondence, and Presentations without visuals\" style=\"max-width: 497px\" \/>\r\n<\/a><\/p>\r\n\r\n<\/div>\r\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s04_s03_s02_n01\">\r\n<h3 class=\"title\">Key Takeaways<\/h3>\r\n<ul id=\"frank-ch08_s04_s03_s02_l01\" class=\"itemizedlist\">\r\n \t<li>\r\n<p class=\"nonindent para\">Effective communication is needed in several facets of the new-product design and development process:<\/p>\r\n\r\n<ol id=\"frank-ch08_s04_s03_s02_l02\" class=\"orderedlist\">\r\n \t<li>Designers must effectively communicate both ideas and practical specifications.<\/li>\r\n \t<li>The process usually succeeds only when the assigned team integrates input from every relevant area of the organization.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li><strong class=\"emphasis bold\">Communication<\/strong> is the process of transferring information from a sender to a receiver.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">Businesses benefit in several ways when they\u2019re able to foster effective communication among employees:<\/p>\r\n\r\n<ol id=\"frank-ch08_s04_s03_s02_l03\" class=\"orderedlist\">\r\n \t<li>Decisions are more assured and cogent, and problem solving is faster.<\/li>\r\n \t<li>Warning signs of potential problems appear earlier.<\/li>\r\n \t<li>Workflow moves more smoothly and productivity increases.<\/li>\r\n \t<li>Business relationships are stronger.<\/li>\r\n \t<li>Marketing messages are more persuasive.<\/li>\r\n \t<li>The company\u2019s professional image is enhanced.<\/li>\r\n \t<li>Employee satisfaction goes up and turnover goes down.<\/li>\r\n \t<li>The firm and its investors enjoy better financial results.<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s04_s03_s02_n02\">\r\n<h3 class=\"title\">Exercise<\/h3>\r\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\r\n<p id=\"frank-ch08_s04_s03_s02_p02\" class=\"indent para\">Pick a company you\u2019re interested in working for when you graduate from college. For this company, identify the following:<\/p>\r\n\r\n<ol id=\"frank-ch08_s04_s03_s02_l04\" class=\"orderedlist\">\r\n \t<li>A starting position you\u2019d like to obtain on graduation<\/li>\r\n \t<li>A higher-level position you\u2019d like to be promoted to in five years.<\/li>\r\n<\/ol>\r\n<p id=\"frank-ch08_s04_s03_s02_p03\" class=\"indent para\">For each of these positions, describe the skills needed to get the job and those needed to be successful in the position.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"chapter-title-wrap\">\r\n<h1 class=\"chapter-title\" style=\"text-align: center\">Communication Channels<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s05_n01\">\r\n<h3 class=\"title\">Learning Objectives<\/h3>\r\n<ol id=\"frank-ch08_s05_l01\" class=\"orderedlist\">\r\n \t<li>Discuss the nature of communications in an organizational setting, including communication flows, channels, and networks.<\/li>\r\n \t<li>Explain barriers to communication, and discuss the most common types of barriers to group communication.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s01\">\r\n<h2 class=\"title editable block\">What Is <em class=\"emphasis\">Organizational<\/em> Communication?<\/h2>\r\n<p id=\"frank-ch08_s05_s01_p01\" class=\"nonindent para editable block\">Clearly, the task of preparing and submitting a finished sales report doesn\u2019t require the same kinds of communication skills as talking on the phone with a classmate. No matter what your \u201cworkstation\u201d happens to be\u2014whether your workplace office or your kitchen table\u2014you\u2019re performing the task of preparing that sales report in an <em class=\"emphasis\">organizational setting<\/em>. You\u2019re still a sender transferring information to a receiver, but the organizational context of the task requires you to consider different factors for success in communicating effectively (including barriers to success). A report, for example, must be targeted for someone in a specific position and must contain the information necessary to make a specific set of decisions.[footnote]Netzley, M., and Craig Snow, Guide to Report Writing (Upper Saddle River, NJ: Prentice Hall, 2002), 3\u201321.[\/footnote]<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s02\">\r\n<h2 class=\"title editable block\">Communication Flows<\/h2>\r\n<p id=\"frank-ch08_s05_s02_p01\" class=\"nonindent para editable block\">Here\u2019s another way of thinking about communication in an organizational setting. Let\u2019s assume that you and the classmate you called on the phone are on roughly equal footing\u2014you\u2019re both juniors, your grades in the class are about the same, and so forth. Your phone conversation, therefore, is \u201clateral\u201d: You belong to the same group (your accounting class), and your group activities take place on the same level.<\/p>\r\n<p id=\"frank-ch08_s05_s02_p02\" class=\"indent para editable block no-indent\">Communication may also flow laterally in organizational settings (as it does between you and your classmate), but more often it flows up or down. Take a look at <a class=\"xref\" href=\"#frank-ch08_s05_s02_f01\">Figure 7.7 \u201cFormal Communication Flows\u201d<\/a>. As you can see, we\u2019ve added a few lines to show the three directions in which communications can flow in a typical organization:[footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.[\/footnote]:<\/p>\r\n\r\n<ul id=\"frank-ch08_s05_s02_l01\" class=\"itemizedlist editable block\">\r\n \t<li>As the term suggests, downward communication flows from higher organizational levels (supervisors) to lower organizational levels (subordinates).<\/li>\r\n \t<li>Upward communication flows from lower to higher organizational levels.<\/li>\r\n \t<li>Lateral (or horizontal) communication flows across the organization, among personnel on the same level.<\/li>\r\n<\/ul>\r\n<p id=\"frank-ch08_s05_s02_p03\" class=\"indent para editable block no-indent\">Your boss\u2019s request for a sales report is an instance of downward communication, and when you\u2019ve finished and submitted it, you will have completed a task of upward communication.<\/p>\r\n\r\n<h3 class=\"indent para editable block\">Figure 7.7 Formal Communication Flows<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 497px\">\r\n<div class=\"figure full editable block\" id=\"frank-ch08_s05_s02_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/fc85b80eda6582d10a3080f8fb377dec.jpg\" alt=\"Formal Communication Flows from the owner-president to managers to supervisors to staff style=\" \/>\r\n<\/a><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s02_s01\">\r\n<h2 class=\"title editable block\">Advantages of Communication Flows<\/h2>\r\n<p id=\"frank-ch08_s05_s02_s01_p01\" class=\"nonindent para editable block\">Naturally, each of these different directional flows has its functions and advantages. Downward communication, for example, is appropriate for giving instructions or directions\u2014telling people what to do. (As a goal of communication, by the way, giving orders isn\u2019t as one-sided as it may seem. One of the things that employees\u2014the receivers\u2014most want to know is: What, exactly, does my job entail?)[footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.[\/footnote] Like a sales report, upward communication usually provides managers with information that they need for making decisions, but it\u2019s also the vehicle for new ideas, suggestions, and complaints. Horizontal communication supports efforts to coordinate tasks and otherwise help people work together.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s02_s02\">\r\n<h2 class=\"title editable block\">Disadvantages of Communication Flows<\/h2>\r\n<p id=\"frank-ch08_s05_s02_s02_p01\" class=\"nonindent para editable block\">And, of course, each type of flow has its disadvantages. As information seeps downward, for instance, it tends to lose some of its original clarity and often becomes distorted or downright wrong. (This is especially true when it\u2019s delivered orally.) In addition, unlike Donald Trump, most people who are responsible for using downward communication don\u2019t like delivering bad news (such as \u201cYou\u2019re fired\u201d or, more commonly, \u201cYour job is being phased out\u201d); as a result, bad news\u2014including bad news that happens to be important news\u2014is often ignored or disguised. The same thing may happen when bad news\u2014say, a negative status report\u2014must be sent upward.<\/p>\r\n<p id=\"frank-ch08_s05_s02_s02_p02\" class=\"indent para editable block no-indent\">Finally, while horizontal flows are valuable for promoting cooperation, they can also be used to engage in conflict\u2014for instance, between two departments competing for the same organizational resources. The problem is especially bad when such horizontal communications breach official upward or downward lines of communication, thus bypassing managers who might be able to resolve the conflict.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s03\">\r\n<h2 class=\"title editable block\">Channels of Communication<\/h2>\r\n<p id=\"frank-ch08_s05_s03_p01\" class=\"nonindent para editable block\"><a class=\"xref\" href=\"#frank-ch08_s05_s03_f01\">Figure 7.8 \u201cChannels of Communication\u201d<\/a> summarizes two additional sets of characteristics of organizational communication\u2014<em class=\"emphasis\">internal and external channels<\/em> and <em class=\"emphasis\">formal and informal<\/em> channels.[footnote]Thill,<\/em> J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4\u20136.[\/footnote] Internal communication is shared by people at all levels within a company. External communication occurs between parties inside a company and parties outside the company, such as suppliers, customers, and investors. Both internal and external forms of communication include everything from formal e-mail and official reports to face-to-face conversations and casual phone calls. External communication also takes such forms as customer and supplier Web sites, news releases, and advertising.<\/p>\r\n\r\n<table>\r\n<tbody>\r\n<tr>\r\n<th>FORMAL<\/th>\r\n<td><b>Planned communications following the company\u2019s chain of command among people inside the organization<\/b> \u2014 <em>e-mail, memos, conference calls, reports, presentations, executive blogs<\/em><\/td>\r\n<td><b>Planned communications with people outside the organization<\/b> \u2014 <em>letters, instant messages, reports, speeches, news releases, advertising, Web sites executive blogs<\/em><\/td>\r\n<\/tr>\r\n<tr>\r\n<th>INFORMAL<\/th>\r\n<td><b>Casual communications among employees that do not follow the company\u2019s chain of command<\/b> \u2014 <em>e-mail, instant messages, phone calls, face-to-face conversations, team blogs<\/em><\/td>\r\n<td><b>Casual communications with outsiders (e.g., suppliers, customers, investors)<\/b> \u2014 <em>e-mail, instant messages, phone calls, face-to-face conversations, customer-support blogs<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p id=\"frank-ch08_s05_s03_p02\" class=\"indent para editable block no-indent\">Note that <a class=\"xref\" href=\"#frank-ch08_s05_s03_f01\">Figure 7.8 \u201cChannels of Communication\u201d<\/a> takes the form of a grid, thus creating four dimensions in which communication can take place. Informal communication, for example, can take place either among people within the company (internally) or between insiders and outsiders (externally). By and large, though you can use the same set of tools (memos, reports, phone calls) to communicate in any of these four situations, some tools (team blogs, news releases, supplier Web sites) are useful only in one or two.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s05_s03_s01\">\r\n<h2 class=\"title editable block\">The Formal Communication Network<\/h2>\r\n<p id=\"frank-ch08_s05_s03_s01_p01\" class=\"nonindent para editable block\">An organization\u2019s formal communication network consists of all communications that flow along its official lines of authority. Look again at <a class=\"xref\" href=\"#frank-ch08_s05_s02_f01\">Figure 7.7 \u201cFormal Communication Flows\u201d<\/a>. Because it incorporates the <em class=\"emphasis\">organization chart<\/em> for Notes-4-You, it shows the company\u2019s lines of authority\u2014what we called <em class=\"emphasis\">reporting relationships<\/em>. Here we can see that the reporting relationships in question consist of <em class=\"emphasis\">upward communication<\/em> from subordinates to superiors. In reporting to the operations manager, for example, the notetakers\u2019 supervisor communicates upward. Conversely, when the notetakers\u2019 manager needs to give direction to notetakers, she will use <em class=\"emphasis\">downward communication<\/em>. If the notetakers\u2019 manager and the copiers\u2019 manager must get together to prepare a joint report for the operations manager, they\u2019ll engage in <em class=\"emphasis\">lateral communication<\/em>. In short, an organization\u2019s formal communication network is basically the same thing as its network of reporting relationships and lines of authority.[footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.[\/footnote]<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s03_s02\">\r\n<h2 class=\"title editable block\">The Informal Communication Network<\/h2>\r\n<p id=\"frank-ch08_s05_s03_s02_p01\" class=\"nonindent para editable block\">Every company also has an <span class=\"margin_term\"><a class=\"glossterm\">informal communication network (or grapevine)<\/a><\/span>, which goes to work whenever two or more employees get together and start talking about the company and their jobs. Informal communication can take place just about anywhere (in one person\u2019s cubicle, in the cafeteria, on the golf course) and by just about any means (phone, e-mail, instant messaging, face-to-face conversation).<\/p>\r\n<p id=\"frank-ch08_s05_s03_s02_p02\" class=\"indent para editable block no-indent\">Though it\u2019s sometimes called the <em class=\"emphasis\">grapevine<\/em>, an informal network is an extremely important communication channel. Why? For the simple reason that it\u2019s typically widespread and can rarely be prevented, even if it\u2019s not officially sanctioned by the company\u2014indeed, even when the company tries to discourage or bypass it. Unofficial information crosses virtually every boundary drawn by a firm\u2019s organization chart, reaching out and touching everyone in the organization, and what\u2019s more, it travels a lot faster than official information.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s03_s03\">\r\n<p class=\"title editable block no-indent\">Problems with the Flow of Information through Informal Channels<\/p>\r\n<p id=\"frank-ch08_s05_s03_s03_p01\" class=\"nonindent para editable block no-indent\">The downside of \u201cunofficial\u201d information should be obvious. Because much of it is communicated orally, it\u2019s likely to get distorted and often degenerates into outright misinformation. Say, for example, that a rumor about layoffs gets started in your workplace. As more than one manager will verify, such rumors can do more damage than the reality. Morale may plummet and productivity won\u2019t be far behind. Valuable employees may abandon ship (needlessly, if the rumors are false).[footnote]Watson, S. A., \u201cSharing Info and Defusing Rumors Helps Keep Staff Motivated During Layoffs,\u201d ZDNet, July 29, 2003, http:\/\/www.zdnetasia.com\/sharing-info-and-defusing-rumors-helps-keep-staff-motivated-during-layoffs-39140816.htm (accessed October 11, 2011).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s05_s03_s03_p02\" class=\"indent para editable block no-indent\">And imagine what can happen if informal information gets outside the organization. In the 1970s, Chicago-area McDonald\u2019s outlets found themselves fighting rumors about worms in their hamburgers. Over the years, Coca-Cola has had to fight rumors about terrorists joining its organization, subversive messages concealed in its label, and hyperacidity (false rumors that Coke causes osteoporosis and makes a good pesticide and an equally good spermicide).[footnote]Kimmel, A. J., Rumors and Rumor Control (Mahwah, NJ: Erlbaum, 2004), http:\/\/books.google.com\/books?id=a0FZz3Jq8lIC&amp;pg=PA64&amp;lpg=PA64&amp;dq=rumors+about+Coke&amp;source=web &amp;ots=wtBktafiKZ&amp;sig=HbsDm2Byd0ZPkZH2YUWITwWTDac&amp;hl=en&amp;sa=X&amp;oi=book_ result&amp;resnum=6&amp;ct=result (accessed October 11, 2011).[\/footnote][footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.[\/footnote]<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s03_s04\">\r\n<h2 class=\"title editable block\">What to Do about Informal Information Flows<\/h2>\r\n<p id=\"frank-ch08_s05_s03_s04_p01\" class=\"nonindent para editable block\">On the upside, savvy managers can tap into the informal network, either to find out what sort of information is influencing employee activities or to circulate more meaningful information, including new ideas as well as corrective information. In any case, managers have to deal with the grapevine, and one manager has compiled a list of suggestions for doing so effectively:[footnote]McConnell, C. R., \u201cControlling the Grapevine,\u201d Small Business Toolbox, June 18, 2008, http:\/\/www.nfib.com\/object\/IO_37650?_templateId=315 (accessed September 6, 2008).[\/footnote]<\/p>\r\n\r\n<ul id=\"frank-ch08_s05_s03_s04_l01\" class=\"itemizedlist editable block\">\r\n \t<li><em class=\"emphasis\">Learn to live with it<\/em>. It\u2019s here to stay.<\/li>\r\n \t<li><em class=\"emphasis\">Tune into it<\/em>. Pay attention to the information that\u2019s circulating and try to learn something from it. Remember: The more you know about grapevine information, the better you can interact with employees (who, in turn, will probably come to regard you as someone who keeps in touch with the things that concern them).<\/li>\r\n \t<li><em class=\"emphasis\">Don\u2019t participate in rumors<\/em>. Resist the temptation to add your two cents\u2019 worth, and don\u2019t make matters worse.<\/li>\r\n \t<li><em class=\"emphasis\">Check out what you hear<\/em>. Because it\u2019s your job to replace bad information with good information, you need to find out what\u2019s really going on.<\/li>\r\n \t<li><em class=\"emphasis\">Take advantage of the grapevine<\/em>. Its only function is to carry information, so there\u2019s no reason why you can\u2019t pump some useful information through it.<\/li>\r\n<\/ul>\r\n<p id=\"frank-ch08_s05_s03_s04_p02\" class=\"indent para editable block no-indent\">Perhaps most importantly, when alert managers notice that the grapevine is particularly active, they tend to reach a sensible twofold conclusion:<\/p>\r\n\r\n<ol id=\"frank-ch08_s05_s03_s04_l02\" class=\"orderedlist editable block\">\r\n \t<li>The organization\u2019s formal lines of communication aren\u2019t working as well as they should be.<\/li>\r\n \t<li>The best way to minimize informal communication and its potential damage is to provide better formal communication from the outset\u2014or, failing that, to provide whatever formal communication will counteract misinformation as thoroughly as possible.<\/li>\r\n<\/ol>\r\n<p id=\"frank-ch08_s05_s03_s04_p03\" class=\"indent para editable block no-indent\">Let\u2019s go back to our example of a workplace overwhelmed by layoff rumors. In a practical sense, what can a manager\u2014say, the leader of a long-term product-development team\u2014do to provide better communication? One manager suggests at least three specific responses:[footnote]Watson, S. A., \u201cSharing Info and Defusing Rumors Helps Keep Staff Motivated During Layoffs,\u201d ZDNet, July 29, 2003, http:\/\/www.zdnetasia.com\/sharing-info-and-defusing-rumors-helps-keep-staff-motivated-during-layoffs-39140816.htm (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<ol id=\"frank-ch08_s05_s03_s04_l03\" class=\"orderedlist editable block\">\r\n \t<li>Go to your supervisor or another senior manager and try to find out as much as you can about the organization\u2019s real plans.<\/li>\r\n \t<li>Ask a senior manager or a human resources representative to meet with your team and address members\u2019 concerns with accurate feedback.<\/li>\r\n \t<li>Make it a priority to keep channels open\u2014both between yourself and your team members and between team members and the human resources department.<\/li>\r\n<\/ol>\r\n<p id=\"frank-ch08_s05_s03_s04_p04\" class=\"indent para editable block no-indent\">Because actions of this sort send a message, they can legitimately be characterized as a form of formal communication. They also reflect good leadership: Even though the information in this case relates only indirectly to immediate team tasks, you\u2019re sharing information with people who need it, and you\u2019re demonstrating integrity (you\u2019re being honest, and you\u2019re following through on a commitment to the team).<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s04\">\r\n<h1 class=\"title editable block\">Overcoming Barriers to Communication<\/h1>\r\n<div class=\"section\" id=\"frank-ch08_s05_s04_s01\">\r\n<h2 class=\"title editable block\">What Are Barriers to Communication?<\/h2>\r\n<p id=\"frank-ch08_s05_s04_s01_p01\" class=\"nonindent para editable block\">By <em class=\"emphasis\">barriers<\/em> we mean anything that prevents people from communicating as effectively as possible. Noise, for example, can be a barrier to communication; if you and other team members are mumbling among yourselves while your team leader is trying to explain task assignments, you\u2019re putting up a barrier to group communication. As a matter of fact, you\u2019re putting up two barriers: In addition to <em class=\"emphasis\">creating noise<\/em>, you\u2019re <em class=\"emphasis\">failing to listen<\/em>. About 80 percent of top executives say that learning to listen is the most important skill in getting things done in the workplace,[footnote]Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4\u20136.[\/footnote][footnote]Brownell, J., Listening, 2nd ed. (Boston: Allyn &amp; Bacon, 2002), 9\u201310.[\/footnote] and as President Calvin Coolidge once remarked, \u201cNo man ever listened himself out of a job.\u201d Business people who don\u2019t listen risk offending others or misinterpreting what they\u2019re saying.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s05\">\r\n<h2 class=\"title editable block\">Two Types of Barriers<\/h2>\r\n<h3 class=\"title editable block\">Figure 7.9 Barriers to Communication<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\" id=\"frank-ch08_s05_s05_f01\">\r\n<p class=\"nonindent title\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.5.0.jpg\" alt=\"A family sitting at a table, all engrossed in their phone\" class=\"aligncenter size-full wp-image-1408\" width=\"500\" height=\"334\" \/><\/a><\/p>\r\n\r\n<\/div>\r\nThough developed to improve communication, in some cases cell phones can create a barrier.\u00a0[footnote]Artotem \u2013 <a href=\"https:\/\/www.flickr.com\/photos\/artotemsco\/2857720047\">IHOP Cell Phone Meal Family<\/a> \u2013 CC BY 2.0.[\/footnote]\r\n<p id=\"frank-ch08_s05_s05_p01\" class=\"indent para editable block no-indent\">As for creating unnecessary verbal noise and failing to listen, we can probably chalk them up to poor communication habits (or maybe the <em class=\"emphasis\">same<\/em> habit, for as legendary management expert Peter Drucker argues, \u201cListening is not a skill; it is a discipline. All you have to do is keep your mouth shut\u201d). In the rest of this section, we\u2019ll overlook personal barriers to communication and concentrate instead on two types of barriers that are encountered by groups of people, sometimes large and sometimes small, working toward organizational goals.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s05_s05_s01\">\r\n<h2 class=\"title editable block\">Cultural Barriers<\/h2>\r\n<p id=\"frank-ch08_s05_s05_s01_p01\" class=\"nonindent para editable block\">Cultural barriers, which are sometimes called cultural filters, are the barriers that result from differences among people of different cultures.[footnote]Kramer, M. G., Business Communication in Context: Principles and Practice (Upper Saddle River, NJ: Prentice Hall, 2001), 87.[\/footnote] Experts and managers agree that cultural diversity in the workplace can and should be a significant asset: It broadens the perspectives from which groups approach problems, gives them fresh ideas, and sparks their creativity; it also gives organizations an advantage in connecting with diverse customer bases. None of these advantages, though, magically appears simply because workplace diversity increases. To the contrary: As diversity increases, so does the possibility that a group will be composed of people who have different attitudes and different ways of expressing them.<\/p>\r\n<p id=\"frank-ch08_s05_s05_s01_p02\" class=\"indent para editable block no-indent\">If it hasn\u2019t happened already, for example, one of these days you\u2019ll find yourself having a work-related conversation with a member of the opposite sex. If the conversation doesn\u2019t go as smoothly as you\u2019d expected, there\u2019s a good reason: Men and women in the workplace don\u2019t communicate the same way. According to American linguist Deborah Tannen, men tend to assert their status, to exert confidence, and to regard asking questions as a sign of weakness. Women, in contrast, tend to foster positive interrelationships, to restrain expressions of confidence, and to ask questions with no trouble.[footnote]Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.[\/footnote][footnote]Tannen, D., Talking 9 to 5: Women and Men at Work (New York: Avon, 1995).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s05_s05_s01_p03\" class=\"indent para editable block no-indent\">It really doesn\u2019t matter which \u201cstyle\u201d (if either) is better suited to making a conversation more productive. Two points, however, are clear:<\/p>\r\n\r\n<ol id=\"frank-ch08_s05_s05_s01_l01\" class=\"orderedlist editable block\">\r\n \t<li>Even if two people of the opposite sex enter a conversation with virtually identical viewpoints, their different styles of expressing themselves might very well present a barrier to their reaching an agreement. Much the same can be said of differences in style arising from other cultural filters, such as ethnicity, education, age, and experience.<\/li>\r\n \t<li>Workplace conversations can be tricky to negotiate, yet there\u2019s no escaping them. Like life in the outside world, observes Tannen, life in the workplace \u201cis a matter of dealing with people\u2026and that means a series of conversations.\u201d That\u2019s also why surveys continue to show that managers regard the ability to communicate face to face as a key factor in an employee\u2019s promotability.[footnote]Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 243.[\/footnote]<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s05_s05_s02\">\r\n<h2 class=\"title editable block\">Functional Barriers<\/h2>\r\n<p id=\"frank-ch08_s05_s05_s02_p01\" class=\"nonindent para editable block\">Let\u2019s return for a moment to <a class=\"xref\" href=\"#frank-ch08_s05_s02_f01\">Figure 7.7 \u201cFormal Communication Flows\u201d<\/a>. Recall that when we introduced the organizational structure, we characterized it as a <em class=\"emphasis\">functional organization<\/em>\u2014one that groups together people who have comparable skills and perform similar tasks. Note, however, that in setting up this form of organization for our hypothetical company, we found it necessary to insert two layers of management (four functional managers and two job supervisors) between our owner\/president and our lowest-level employees. In this respect, our structure shares certain characteristics with another form of organization\u2014<em class=\"emphasis\">divisional<\/em>, which groups people into units that are more or less self-contained and that are largely accountable for their own performance.<\/p>\r\n<p id=\"frank-ch08_s05_s05_s02_p02\" class=\"indent para editable block no-indent\">What does all this have to do with barriers to communication? Simply this: The more \u201cdivisionalized\u201d an organization becomes, the more likely it will be to encounter communication barriers. Not surprisingly, communication gets more complicated, for the same reason that an organization comes to rely on more levels of management.[footnote]George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 544.[\/footnote] Notes-4-You, for instance, needs two supervisors because its notetakers don\u2019t do the same work as its copiers. In addition, because their groups don\u2019t perform the same work, the two supervisors don\u2019t call on the same resources from the company\u2019s four functional managers. (Likewise, Notes-4-You also has four functional-area managers because none of them does the same work as any of the others.)<\/p>\r\n<p id=\"frank-ch08_s05_s05_s02_p03\" class=\"indent para editable block no-indent\">Officially, then, the operations of the two work groups remain distinct or specialized. At the same time, each group must contribute to the company-wide effort to achieve common goals. Moreover, certain organizational projects, like Motorola\u2019s cell phone project, may require the two groups to work together more closely than usual. When that happens, employees from each of the two groups may find themselves working together on the same team, but even so, one crucial fact remains: Information that one group possesses and the other doesn\u2019t must still be exchanged among team members. It may not be quite as apparent as the <em class=\"emphasis\">cultural diversity<\/em> among men and women in many workplace situations, but there is in fact a <em class=\"emphasis\">functional diversity<\/em> at Notes-4-You among notetakers and copiers.[footnote]Tsui, A. S., and Barbara A. Gutek, Demographic Differences in Organizations (Lanham, MD: Lexington Books, 1999), 91\u201395, http:\/\/books.google.com\/books?hl=en&amp;id=Rr8jYPKF0hoC&amp;dq=Tsui%2BGutek&amp;printsec=frontcover &amp;source=web&amp;ots=svMB027a6s&amp;sig=pQForzFKUkbWr1HbNBBLE42EoL0&amp;sa= X&amp;oi=book_result&amp;resnum=1&amp;ct=result (accessed September 9, 2008).[\/footnote]<\/p>\r\n<p id=\"frank-ch08_s05_s05_s02_p04\" class=\"indent para editable block no-indent\"><a class=\"xref\" href=\"#frank-ch08_s05_s05_s02_f01\">Figure 7.10 \u201cFunctional Barriers to Communication\u201d<\/a> illustrates the location of barriers that may be present when a team-based project must deal with a certain degree of functional diversity. As you can see, we\u2019ve modeled our process on the process of the Motorola ultratrim phone project.[footnote]Russell, R. S., and Bernard W. Taylor, Operations Management, 5th ed. (Hoboken, NJ: Wiley, 2005), 85.[\/footnote] We don\u2019t need to describe the entire process in detail, but we will focus on two aspects of it that we\u2019ve highlighted in the drawing:<\/p>\r\n\r\n<ol id=\"frank-ch08_s05_s05_s02_l01\" class=\"orderedlist editable block\">\r\n \t<li>\r\n<p class=\"no-indent\">The company has assigned team members from different functional areas, notably marketing and operations (which, as at Motorola, includes design, engineering, and production).<\/p>\r\n<\/li>\r\n \t<li>\r\n<p class=\"no-indent\">Information (which we\u2019ve characterized as different types of \u201cspecs\u201d) must be transferred from function to function, and at the key points where this occurs, we\u2019ve built in communication barriers (symbolized by brick walls).<\/p>\r\n<\/li>\r\n<\/ol>\r\n<p id=\"frank-ch08_s05_s05_s02_p05\" class=\"indent para editable block no-indent\">If, for example, marketing specs called for the new Motorola phone to change colors with the user\u2019s mood, someone in engineering might have to explain the difficulties in designing the software. If design specs called for quadraphonic sound, production might have to explain the difficulties in procuring sufficiently lightweight speaker components.<\/p>\r\n\r\n<h3 class=\"indent para editable block\">Figure 7.10 Functional Barriers to Communication<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s05_s05_s02_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/50fafa40a6629e7f7958beff256ddc64.jpg\" alt=\"Functional Barriers to Communication\" style=\"max-width: 497px\" \/>\r\n<\/a><\/p>\r\n\r\n<\/div>\r\n<p id=\"frank-ch08_s05_s05_s02_p06\" class=\"indent para editable block no-indent\">Each technical problem\u2014each problem that arises because of differences in team members\u2019 knowledge and expertise\u2014becomes a problem in communication. In addition, communicating as a member of a team obviously requires much more than explaining the limitations of someone else\u2019s professional expertise. Once they\u2019ve surfaced, technical and other problems have to be resolved\u2014a process that will inevitably require even more communication. As we\u2019ve seen in this part of the chapter, improving communication is a top priority for most organizations (for one thing, developing a team-based environment is otherwise impossible), and the ongoing task of improving communication is pretty much the same thing as the ongoing task of overcoming barriers to it.<\/p>\r\n\r\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s05_s05_s02_n01\">\r\n<h3 class=\"title\">Key Takeaways<\/h3>\r\n<ul id=\"frank-ch08_s05_s05_s02_l02\" class=\"itemizedlist\">\r\n \t<li>\r\n<p class=\"nonindent para\">In a typical organizational setting, <em class=\"emphasis\">communication flows<\/em> may take three directions:<\/p>\r\n\r\n<ol id=\"frank-ch08_s05_s05_s02_l03\" class=\"orderedlist\">\r\n \t<li><strong class=\"emphasis bold\">Downward communication<\/strong> flows from higher organizational levels (supervisors) to lower organizational levels (subordinates).<\/li>\r\n \t<li><strong class=\"emphasis bold\">Upward communication<\/strong> flows from lower to higher organizational levels.<\/li>\r\n \t<li><strong class=\"emphasis bold\">Lateral<\/strong> (or <strong class=\"emphasis bold\">horizontal<\/strong>) <strong class=\"emphasis bold\">communication<\/strong> flows across the organization, among personnel on the same level.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Organizational communication flows through two different <em class=\"emphasis\">channels<\/em>. <strong class=\"emphasis bold\">Internal communication<\/strong> is shared by people at all levels within a company. <strong class=\"emphasis bold\">External communication<\/strong> occurs between parties inside a company and parties outside the company, such as suppliers, customers, and investors.<\/li>\r\n \t<li>Organizational communication also flows through two different <em class=\"emphasis\">networks<\/em>. Its <strong class=\"emphasis bold\">formal communication network<\/strong> consists of all communications that flow along an organization\u2019s official lines of authority. The <strong class=\"emphasis bold\">informal communication network<\/strong>, sometimes called the <em class=\"emphasis\">grapevine<\/em>, goes to work whenever two or more employees get together and start talking about the company and their jobs.<\/li>\r\n \t<li><em class=\"emphasis\">Barriers to communication<\/em> include anything that prevents people from communicating as effectively as possible. Among groups, two types of barriers are common. <em class=\"emphasis\">Cultural barriers<\/em>, sometimes called <em class=\"emphasis\">cultural filters<\/em>, are the barriers that result from differences among people of different cultures. <em class=\"emphasis\">Functional barriers<\/em> arise when communication must flow among individuals or groups who work in different functional areas of an organization.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s05_s05_s02_n02\">\r\n<h3 class=\"title\">Exercise<\/h3>\r\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\r\n<p id=\"frank-ch08_s05_s05_s02_p07\" class=\"indent para\">Write three messages (you decide which communication channel to use):<\/p>\r\n\r\n<ol id=\"frank-ch08_s05_s05_s02_l04\" class=\"orderedlist\">\r\n \t<li>To a coworker asking her for a report on this quarter\u2019s sales for your division<\/li>\r\n \t<li>To your manager telling him what the sales were for the quarter and whether sales improved (or got worse), and why<\/li>\r\n \t<li>To the vice president of the company recommending a new system for tracking sales in your division<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"chapter-title-wrap\">\r\n<h1 class=\"chapter-title\" style=\"text-align: center\">Forms of Communication<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s06_n01\">\r\n<h3 class=\"title\">Learning Objectives<\/h3>\r\n<ol id=\"frank-ch08_s06_l01\" class=\"orderedlist\">\r\n \t<li>Explain the do\u2019s and don\u2019ts of business e-mails.<\/li>\r\n \t<li>Describe the process followed to create and deliver successful presentations.<\/li>\r\n \t<li>Learn how to write clear, concise memos.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<p id=\"frank-ch08_s06_p01\" class=\"nonindent para editable block\">As mentioned previously, the College Board identified these communication skills as \u201cfrequently\u201d or \u201calmost always\u201d necessary in the workplace:[footnote]College Board, \u201cWriting: A Ticket to Work\u2026or a Ticket Out: A Survey of Business Leaders,\u201d Report of the National Commission on Writing, September 2004, http:\/\/www.writingcommission.org\/prod_downloads\/writingcom\/writing-ticket-to-work.pdf (accessed October 11, 2011).[\/footnote] e-mail, presentation with visuals, technical reports, formal reports, memos, and presentations without visuals. The skill ranked highest in importance was the use of e-mails, including the ability to adapt messages to different receivers or compose persuasive messages when necessary. The ability to make presentations (with visuals) ranked second in importance. Report writing came next. Given the complexity of report writing, we will not cover this topic here. Instead, we will look at the remaining three forms of communication: e-mail, presentations with visuals, and memos.<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s06_s01\">\r\n<h2 class=\"title editable block\">Tips for Writing Business E-Mails<\/h2>\r\n<p id=\"frank-ch08_s06_s01_p01\" class=\"nonindent para editable block\">Dennis Jerz and Jessica Bauer created the following list of the top 10 tips for writing effective e-mail messages:[footnote]Jerz, D. G., and Jessica Bauer, \u201cWriting Effective E-Mail: Top 10 Email Tips,\u201d Jerz\u2018s Literacy Weblog, March 8. 2011, http:\/\/jerz.setonhill.edu\/writing\/e-text\/email\/ (accessed October 19, 2011).[\/footnote]<\/p>\r\n\r\n<ol id=\"frank-ch08_s06_s01_l01\" class=\"orderedlist editable block\">\r\n \t<li><em class=\"emphasis\">Write a meaningful subject line.<\/em> Recipients use the subject line to decide whether to open or delete a message and sometimes where to store it. Write a subject line that describes the content.<\/li>\r\n \t<li><em class=\"emphasis\">Keep the message focused.<\/em> Avoid including multiple messages or requests in one e-mail. Try to focus on only one topic. Use standard capitalization and spelling; none of this \u201cthx 4 ur help 2day ur gr8.\u201d<\/li>\r\n \t<li><em class=\"emphasis\">Avoid attachments.<\/em> Extract the relevant text from a large file and ask the recipient if he or she wants to see the full document.<\/li>\r\n \t<li><em class=\"emphasis\">Identify yourself clearly. Identify yourself in the first few lines<\/em>\u2014otherwise your message might be deleted quickly.<\/li>\r\n \t<li><em class=\"emphasis\">Be kind. Don\u2019t flame.<\/em> Avoid writing e-mails when you are upset. Always think before you hit the \u201csend\u201d button. Once it\u2019s gone, you can\u2019t get it back. If you\u2019re mad, write the e-mail, but don\u2019t send it. Keep it in your \u201csave\u201d or \u201cdraft\u201d folder and reread it the next day.<\/li>\r\n \t<li><em class=\"emphasis\">Proofread.<\/em> Use spell check and read the memo carefully before sending it.<\/li>\r\n \t<li><em class=\"emphasis\">Don\u2019t assume privacy.<\/em> Don\u2019t send anything you wouldn\u2019t want posted on the office bulletin board (with your name on it). Remember, employers can read your e-mails!<\/li>\r\n \t<li><em class=\"emphasis\">Distinguish between formal and informal situations<\/em>. When writing to a coworker with whom you are friends, you can be less formal than when you are writing to your manager or a client.<\/li>\r\n \t<li><em class=\"emphasis\">Respond promptly<\/em>. Get back quickly to the person who sent you the e-mail. If you\u2019re too busy to answer, let the person know you got the message and will respond as soon as you can.<\/li>\r\n \t<li><em class=\"emphasis\">Show respect and restraint<\/em>. Watch out: Don\u2019t use the \u201creply to all\u201d button in error. Don\u2019t forward an e-mail before getting permission from the sender.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s02\">\r\n<h2 class=\"title editable block\">Planning, Preparing, Practicing, and Presenting<\/h2>\r\n<p id=\"frank-ch08_s06_s02_p01\" class=\"nonindent para editable block\">For some, the thought of making a presentation is traumatic. If you\u2019re one of those people, the best way to get over your fear is to get up and make a presentation. With time, it will get easier, and you might even start enjoying it. As you progress through college, you will have a number of opportunities to make presentations. This is good news\u2014it gives you practice, lets you make your mistakes in a protected environment (before you hit the business world), and allows you to get fairly good at it. Your opportunities to talk in front of a group will multiply once you enter the business world. Throughout your business career, you\u2019ll likely be called on to present reports, address groups at all levels in the organization, represent your company at various events, run committee meetings, lead teams, or make a sales pitch.[footnote]Barada, P. W., \u201cConfront Your Fears and Communicate,\u201d http:\/\/career-advice.monster.com\/in-the-office\/workplace-issues\/confront-your-fears-and-communicate\/article.aspx (accessed October 11, 2011).[\/footnote] In preparing and delivering your presentation, you can follow a four-step process (plan, prepare, practice, and present) designed by Dale Carnegie, a global training company named after its famed founder.[footnote]Carnegie, D., \u201cPresentation Tips from Dale Carnegie Training,\u201d Dale Carnegie, http:\/\/www.erinhoops.ca\/LobbyingHandbook\/Presentation_Tips.htm (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<div class=\"section\" id=\"frank-ch08_s06_s02_s01\">\r\n<h2 class=\"title editable block\">Plan<\/h2>\r\n<p id=\"frank-ch08_s06_s02_s01_p01\" class=\"nonindent para editable block\">Plan your presentation based on your purpose and the knowledge level and interest of your audience. Use words and concepts your audience can understand, and stay focused. If your audience is knowledgeable about your topic, you can skim over the generalities and delve into the details. On the other hand, if the topic is new to them, you need to move through it slowly. As you plan your presentation, ask yourself these questions: What am I trying to accomplish? Am I trying to educate, inform, motivate, or persuade my audience? What does my audience know about the topic? What do I want them to know? How can I best convey this information to them?<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s02_s02\">\r\n<h2 class=\"title editable block\">Prepare<\/h2>\r\n<p id=\"frank-ch08_s06_s02_s02_p01\" class=\"nonindent para editable block\">Once you have planned your presentation, you\u2019re ready to prepare. It might be easier to write your presentation if you divide it into three sections: opening, body, close. Your opening should grab your audience\u2019s attention. You can do this by asking a question, telling a relevant story, or even announcing a surprising piece of information. About 5 to 10 percent of your time can be spent on the opening. The body covers the bulk of the material and consumes about 80 to 85 percent of your time. Cover your key points, stay focused, but do not overload your audience. It has been found that an audience can absorb only about four to six points. Your close, which uses about 5 to 10 percent of your time, should leave the audience with a positive impression of you and your presentation. You have lots of choices for your close: You can either summarize your message or relate your closing remarks to your opening remarks or do both.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s02_s03\">\r\n<h2 class=\"title editable block\">Practice<\/h2>\r\n<p id=\"frank-ch08_s06_s02_s03_p01\" class=\"nonindent para editable block\">This section should really be called \u201cPractice, Practice, Practice\u201d (and maybe another Practice for emphasis). The saying \u201cpractice makes perfect\u201d is definitely true with presentations, especially for beginners. You might want to start off practicing your presentation by yourself, perhaps in front of a mirror. You could even videotape yourself and play it back (that should be fun). As you get the hang of it, ask a friend or a group of friends to listen to and critique your talk. When you rehearse, check your time to see whether it\u2019s what you want. Avoid memorizing your talk, but know it well.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s02_s04\">\r\n<h2 class=\"title editable block\">Present<\/h2>\r\n<h3 class=\"title editable block\">Figure 7.11 Presentations<\/h3>\r\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\" id=\"frank-ch08_s06_s02_s04_f01\">\r\n<p class=\"indent\"><a><img src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.6.0.jpg\" alt=\"A woman giving a presentation at the NASA Goddard Space Flight Center\" class=\"aligncenter size-full wp-image-1411\" width=\"500\" \/><\/a><\/p>\r\n\r\n<\/div>\r\nPreparation is key to a successful presentation.\u00a0[footnote]NASA Goddard Space Flight Center \u2013 <a href=\"https:\/\/www.flickr.com\/photos\/gsfc\/3468651131\">Earth Day Presentation<\/a> \u2013 CC BY 2.0.[\/footnote]\r\n<p id=\"frank-ch08_s06_s02_s04_p01\" class=\"indent para editable block no-indent\">Now you\u2019re ready for the big day\u2014it\u2019s time to present. Dress for the part\u2014if it\u2019s a professional talk, dress like a professional. Go early to the location where you\u2019ll present, check out the room, and be sure any equipment you\u2019ll need is there and works. Try to connect with your audience as soon as you start your presentation. Take your time delivering your opening. Act as natural as you can, and try to relax. Slow your speech down, as you\u2019ll likely have a tendency to speed up if you get nervous. Pause before and after your main point for emphasis. If you put brief notes on index cards, avoid reading from the cards. Glance down at them when needed, but then look up at your audience as you speak. Involve your audience in your presentation by asking them questions. Not only will they feel included, but it will help you relax. When you\u2019re close to finishing, let your audience know this (but don\u2019t announce it too early in the talk or your audience might start packing up prematurely). Remember to leave some time for questions and answers.<\/p>\r\n\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s02_s05\">\r\n<h2 class=\"title editable block\">Visual Aids<\/h2>\r\n<p id=\"frank-ch08_s06_s02_s05_p01\" class=\"nonindent para editable block\">It\u2019s very common to use visual aids (generally PowerPoint slides) in business presentations. The use of visual aids helps your audience remember your main points and keeps you focused. If you do use PowerPoint slides, follow some simple (but important) rules:[footnote]Iasted, \u201cMaking PowerPoint Slides\u2014Avoiding the Pitfalls of Bad Slides,\u201d http:\/\/www.iasted.org\/conferences\/formatting\/Presentations-Tips.ppt (accessed October 11, 2011).[\/footnote]<\/p>\r\n\r\n<ul id=\"frank-ch08_s06_s02_s05_l01\" class=\"itemizedlist editable block\">\r\n \t<li>Avoid wordiness: use key words and phrases only.<\/li>\r\n \t<li>Don\u2019t crowd your slide: include at most four to five points per slide.<\/li>\r\n \t<li>Use at least an eighteen-point font (so that it can be seen from the back of the room).<\/li>\r\n \t<li>Use a color font that contrasts with the background (for example, blue font on white background).<\/li>\r\n \t<li>Use graphs rather than just words.<\/li>\r\n \t<li>Proof your slides and use spell check.<\/li>\r\n<\/ul>\r\n<p id=\"frank-ch08_s06_s02_s05_p02\" class=\"indent para editable block no-indent\">And most important: The PowerPoint slides are background, but you are the show. Avoid turning around and reading the slides. The audience wants to see <em class=\"emphasis\">you<\/em> talk; they are not interested in seeing the back of your head.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s03\">\r\n<h2 class=\"title editable block\">How to Write an Effective Memo<\/h2>\r\n<p id=\"frank-ch08_s06_s03_p01\" class=\"nonindent para editable block\">Memos are effective at conveying fairly detailed information. To help you understand how to write a memo, read the following sample memorandum.<\/p>\r\n\r\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s06_s03_n01\">\r\n<h4 class=\"title\">Memorandum<\/h4>\r\n<table id=\"frank-ch08_s06_s03_l01\" class=\"simplelist\" style=\"border-spacing: 0px\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><strong class=\"emphasis bold\">TO<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"emphasis bold\">FROM<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"emphasis bold\">DATE<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong class=\"emphasis bold\">RE<\/strong><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p id=\"frank-ch08_s06_s03_p02\" class=\"nonindent para\">____________________________________________<\/p>\r\n<p id=\"frank-ch08_s06_s03_p03\" class=\"indent para\">As college students, you\u2019ll be expected to analyze real-world situations, research issues, form opinions, and provide support for the conclusions that you reach. In addition to engaging in classroom discussions of business issues, you\u2019ll be asked to complete a number of written assignments. For these assignments, we\u2019ll give you a business situation and ask you to analyze the issues, form conclusions, and provide support for your opinions.<\/p>\r\n<p id=\"frank-ch08_s06_s03_p04\" class=\"indent para\">In each assignment, you\u2019ll use the <em class=\"emphasis\">memo format<\/em>, which is the typical form of written communication used in business. Writing in memo format means providing a <em class=\"emphasis\">complete but concise response<\/em> to the issues at hand. Good memo writing demands time and effort. Because the business world expects you to possess this skill, we want to give you an opportunity to learn it now.<\/p>\r\n<p class=\"indent simpara\">Guidelines<\/p>\r\n<p id=\"frank-ch08_s06_s03_p05\" class=\"indent para\">Here are a few helpful hints to get you started on the right track:<\/p>\r\n\r\n<ul id=\"frank-ch08_s06_s03_l02\" class=\"itemizedlist\">\r\n \t<li><strong class=\"emphasis bold\">The format should follow the format of this memo<\/strong>. Note the <strong class=\"emphasis bold\">guide headings<\/strong>\u2014\u201cTO,\u201d \u201cFROM,\u201d \u201cDATE,\u201d and \u201cRE\u201d (which, by the way, stands for \u201cregarding\u201d or \u201creference\u201d). We also include a line across the page to signal the beginning of the body of the memo.<\/li>\r\n \t<li>Keep <strong class=\"emphasis bold\">paragraphs<\/strong> short and to the point. The trick is being concise yet complete\u2014summarizing effectively. Paragraphs should be single-spaced, flush against the left margin, and separated by a single blank line.<\/li>\r\n \t<li>Accent or highlight <strong class=\"emphasis bold\">major points<\/strong>. Use underlining, bullets, or bold type for desired effect (taking care not to overdo it).<\/li>\r\n \t<li>Use <em class=\"emphasis\">short <\/em><strong class=\"emphasis bold\">headings<\/strong> to distinguish and highlight vital information. Headings keep things organized, provide structure, and make for smooth reading. Headings (and, as appropriate, subheadings) are an absolute <em class=\"emphasis\">must<\/em>.<\/li>\r\n \t<li>Your <strong class=\"emphasis bold\">title<\/strong> (the \u201cRe\u201d line) should reflect the contents of your memo: It should let the reader know why he or she should read it. Keep the title short\u2014a phrase of a few words, not a sentence.<\/li>\r\n \t<li>Be persuasive and convincing in your narrative. You have limited space in which to get your <strong class=\"emphasis bold\">key points<\/strong> across. State your positions clearly. And again, be concise (a memo is not a term paper).<\/li>\r\n \t<li>If you have any additional information in the form of <strong class=\"emphasis bold\">exhibits<\/strong>\u2014charts, tables, illustrations, and so forth\u2014put them in an <strong class=\"emphasis bold\">attachment<\/strong>. Label each item \u201cExhibit 1,\u201d \u201cExhibit 2,\u201d and the like. Give each one a title, and be sure to reference them in your narrative (\u201cAs shown in Exhibit 1, the annual growth rate in sales has dropped from double-digit to single-digit levels\u201d).<\/li>\r\n \t<li>Finally, <em class=\"emphasis\">staple<\/em> multiple pages for submission. Needless to say, be sure to proofread for correct spelling and punctuation. Don\u2019t scribble in changes by hand: They\u2019re sloppy and leave a bad impression.<\/li>\r\n<\/ul>\r\n<p class=\"indent simpara\">Final Comment<\/p>\r\n<p id=\"frank-ch08_s06_s03_p06\" class=\"indent para\">Now that you\u2019ve read our memo, we expect you to follow the simple guidelines presented in it. This form of communication is widely practiced in business, so take advantage of this opportunity to practice your memo-writing skills.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"section\" id=\"frank-ch08_s06_s04\">\r\n<h2 class=\"title editable block\">Nonverbal Communication<\/h2>\r\n<p id=\"frank-ch08_s06_s04_p01\" class=\"nonindent para editable block\">Sometimes it\u2019s not what you say or how you say it that matters, but what your body language communicates about you and how you feel. When a good friend who\u2019s in a bad mood walks into a room, you don\u2019t need to hear a word from her to know she\u2019s having an awful day. You can read her expression. In doing this, you\u2019re picking up on her nonverbal communication\u2014\u201cnonword\u201d messages communicated through facial expressions, posture, gestures, and tone of voice. People give off nonverbal cues all the time. So what effect do these cues have in the business setting? Quite a bit\u2014these cues are often better at telling you what\u2019s on a person\u2019s mind than what the person actually says. If an employee is meeting with his supervisor and frowns when she makes a statement, the supervisor will conclude that he disapproved of the statement (regardless of what he claims). If two employees are discussing a work-related problem and one starts to fidget, the other will pick this up as disinterest.<\/p>\r\n<p id=\"frank-ch08_s06_s04_p02\" class=\"indent para editable block no-indent\">Given the possible negative effect that nonverbal cues can have in business situations, how can you improve your body language? The best approach is to become aware of any nonverbal cues you give out, and then work to eliminate them. For example, if you have a habit of frowning when you disapprove of something, recognize this and stop doing it. If the tone of your voice changes when you are angry, try to maintain your voice at a lower pitch.<\/p>\r\n\r\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s06_s04_n01\">\r\n<h3 class=\"title\">Key Takeaways<\/h3>\r\n<ul id=\"frank-ch08_s06_s04_l01\" class=\"itemizedlist\">\r\n \t<li>\r\n<p class=\"nonindent para\">Here are ten tips for writing an e-mail:<\/p>\r\n\r\n<ol id=\"frank-ch08_s06_s04_l02\" class=\"orderedlist\">\r\n \t<li>Write a meaningful subject line.<\/li>\r\n \t<li>Keep the message focused and readable.<\/li>\r\n \t<li>Avoid attachments.<\/li>\r\n \t<li>Identify yourself clearly in the first few lines.<\/li>\r\n \t<li>Be kind. Don\u2019t flame. Always think before hitting the \u201csend\u201d button.<\/li>\r\n \t<li>Proofread.<\/li>\r\n \t<li>Don\u2019t assume privacy.<\/li>\r\n \t<li>Distinguish between formal and informal situations.<\/li>\r\n \t<li>Respond promptly.<\/li>\r\n \t<li>Show respect and restraint.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>In preparing and delivering your presentation, you can follow a four-step process: plan, prepare, practice and present.<\/li>\r\n \t<li>You should <strong class=\"emphasis bold\">plan<\/strong> your presentation based on your purpose and the knowledge level and interest of your audience.<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">In <strong class=\"emphasis bold\">preparing<\/strong> your presentation, it helps to divide it into three sections: opening, body and close.<\/p>\r\n\r\n<ol id=\"frank-ch08_s06_s04_l03\" class=\"orderedlist\">\r\n \t<li>Your <strong class=\"emphasis bold\">opening<\/strong>, which uses about 5\u201310 percent of your time, should grab your audience\u2019s attention.<\/li>\r\n \t<li>The <strong class=\"emphasis bold\">body<\/strong> covers your main points and uses about 80 to 85 percent of your time.<\/li>\r\n \t<li>Your <strong class=\"emphasis bold\">close<\/strong>, which uses about 5 to 10 percent of your time, should leave the audience with a positive impression of you and your presentation.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>The saying \u201c<strong class=\"emphasis bold\">practice<\/strong> makes perfect\u201d is definitely true when giving presentations (especially for beginners).<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">When you <strong class=\"emphasis bold\">present<\/strong>, dress professionally, connect with your audience, try to relax and pause before and after your main points for emphasis.<\/p>\r\n\r\n<ol id=\"frank-ch08_s06_s04_l04\" class=\"orderedlist\">\r\n \t<li>Visual aids, such as PowerPoint slides, can aid your presentation if they are used properly.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>\r\n<p class=\"nonindent para\">Memos are effective at conveying fairly detailed information. Here are some tips:<\/p>\r\n\r\n<ol id=\"frank-ch08_s06_s04_l05\" class=\"orderedlist\">\r\n \t<li>Keep paragraphs short and to the point.<\/li>\r\n \t<li>Accent or highlight <strong class=\"emphasis bold\">major points<\/strong>.<\/li>\r\n \t<li>Use <strong class=\"emphasis bold\">short<\/strong> headings.<\/li>\r\n \t<li>Your <strong class=\"emphasis bold\">title<\/strong> should reflect the contents of your memo.<\/li>\r\n \t<li>Be persuasive and convincing in your narrative.<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s06_s04_n02\">\r\n<h3 class=\"title\">Exercise<\/h3>\r\n<p class=\"nonindent simpara\">(AACSB) Reflection<\/p>\r\n\r\n<ol id=\"frank-ch08_s06_s04_l06\" class=\"orderedlist\">\r\n \t<li>Ask a friend or a family member to tell you which nonverbal cues you frequently transmit. Identify those that would be detrimental to you in a business situation. Indicate how you could eliminate or reduce the impact of these cues. Ask the same person (or someone else) whether you are a good listener. If the answer is no, indicate how you could improve your listening skills.<\/li>\r\n \t<li>Prepare a presentation on \u201cplanning, preparing, practicing, and presenting.\u201d Divide your presentation into three parts: opening, body, and closing. Prepare visual aids. Pretend that your audience is made up of recent college graduates hired by Nike.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"chapter-title-wrap\">\r\n<h1 class=\"chapter-title\" style=\"text-align: center\">Cases and Problems<\/h1>\r\n<\/div>\r\n<div class=\"ugc chapter-ugc\">\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n01\">\r\n<h3 class=\"title\">Learning on the Web (AACSB)<\/h3>\r\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">Factors Contributing to Nike\u2019s Success<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p01\" class=\"indent para\">This writing assignment solicits your opinion on factors contributing to Nike\u2019s success. To complete it, you should go to <a class=\"link\" href=\"http:\/\/www.nikebiz.com\/company_overview\/timeline\">http:\/\/www.nikebiz.com\/company_overview\/timeline<\/a> to learn about Nike\u2019s history by reviewing the company\u2019s time line.<\/p>\r\n<p class=\"indent simpara\"><strong class=\"emphasis bold\">Memo Format<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p02\" class=\"indent para\">Use the memo format described in the chapter for this assignment. Your memo should not exceed two pages. It should be single spaced (with an extra space between paragraphs and bulleted items).<\/p>\r\n<p class=\"indent simpara\"><strong class=\"emphasis bold\">Scenario<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p03\" class=\"indent para\">You\u2019re one of the fortunate college students selected to participate in Nike\u2019s summer internship program. The program is quite competitive, and you still can\u2019t believe that you were chosen. You arrived in Beaverton, Oregon, yesterday morning and have been busy ever since. Last night, you attended a dinner for new interns where you were welcomed to Nike by CEO Mark Parker.<\/p>\r\n<p id=\"frank-ch08_s07_p04\" class=\"indent para\">You were lucky to be sitting next to a personable, well-informed Nike veteran named Simon Pestridge. Pestridge joined Nike about twelve years ago. He was telling you about a past assignment he had as director of marketing for Australia. (You were impressed with his status at Nike, not just because he doesn\u2019t look much older than you, but also because you\u2019ve always wanted to travel to Australia.) The dinner conversation turned to a discussion of the reasons for Nike\u2019s success. Others at the table were giving their opinions on the subject when Pestridge turned to you and said, \u201cAs a new intern, give us an outsider\u2019s point of view. Why do you think Nike\u2019s been so successful?\u201d You were about to venture an opinion when Pestridge was called away for a phone call. As he got up, however, he quickly said, \u201cSend me a memo telling me what factors you think have contributed to Nike\u2019s success. Keep it simple. Three factors are plenty.\u201d Though you were relieved to have a little time to think about your answer, you were also a bit nervous about the prospect of writing your first official memo.<\/p>\r\n<p id=\"frank-ch08_s07_p05\" class=\"indent para\">As everyone else headed for the Bo Jackson gym, you went back to your room to think about Pestridge\u2019s question and to figure out how to go about writing your memo. You want to be sure to start by telling him that you enjoyed talking with him. You also need to remind him that you\u2019re responding to his question about three factors in Nike\u2019s success, and must be sure to explain why you believe they\u2019re important. You\u2019ll end by saying that you hope the information is helpful and that he can contact you if he has any further questions.<\/p>\r\n<p id=\"frank-ch08_s07_p06\" class=\"indent para\">So far, so good, but you\u2019re still faced with the toughest part of your task\u2014identifying the three factors that you deem important to Nike\u2019s success. Fortunately, even at Nike there\u2019s always tomorrow to get something done, so you decide to sleep on it and write your memo in the morning.<\/p>\r\n\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n02\">\r\n<h3 class=\"title\">Ethics Angle (AACSB)<\/h3>\r\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">The Goof-Off<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p07\" class=\"indent para\">You and three other students have been working on a group project all semester in your Introduction to Business class. One of the members of the team did very little work; he failed to attend almost all the meetings, took no responsibility for any of the tasks, didn\u2019t attend the practice session before your presentation, and in general was a real goof-off. But he happens to be friends with two of the team members. You and your other team members have been asked to complete the attached team member evaluation. You want to give the student what he deserves\u2014almost no credit. But your other two team members don\u2019t agree. They argue that it is \u201cunsocial and mean\u201d to tell the truth about this student\u2019s lack of contribution. Instead, they want to report that everyone shared the work equally. The evaluation will be used in determining grades for each team member. Those who contributed more will get a higher grade than those who did not. Prepare an argument that you can advance to the other team members on the ethics of covering for this student. Assuming that your two teammates won\u2019t change their minds, what would you do?<\/p>\r\n<p id=\"frank-ch08_s07_p08\" class=\"indent para\"><strong class=\"emphasis bold\">Attachment to Ethics Angle Problem<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p09\" class=\"indent para\"><strong class=\"emphasis bold\">Introduction to Business<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p10\" class=\"indent para\"><strong class=\"emphasis bold\">Team Member Evaluation<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p11\" class=\"indent para\">(To be given to your faculty member during the last week of class)<\/p>\r\n<p id=\"frank-ch08_s07_p12\" class=\"indent para\">TEAM ___________________<\/p>\r\n<p id=\"frank-ch08_s07_p13\" class=\"indent para\">You have a total of $100,000. You can use this to reward your team members (including yourself) for their contributions to the team project.<\/p>\r\n<p id=\"frank-ch08_s07_p14\" class=\"indent para\">Fill in each team member\u2019s name below (including your own), and show beside each name how much of the $100,000 you would give that member for his or her contributions to the preparation and presentation of the team project. Do not share your recommendations with your team members.<\/p>\r\n<p id=\"frank-ch08_s07_p15\" class=\"indent para\">Your recommendations will be confidential.<\/p>\r\n\r\n<div class=\"informaltable\">\r\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\r\n<thead>\r\n<tr>\r\n<th>Team Members (including yourself)<\/th>\r\n<th>Amount to be given for efforts on team project<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>____________________________________<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>____________________________________<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>____________________________________<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>____________________________________<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>____________________________________<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>____________________________________<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>TOTAL (MUST EQUAL $100,000)<\/td>\r\n<td>$_________________________<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p id=\"frank-ch08_s07_p16\" class=\"indent para\">YOUR NAME ______________________________________________________<\/p>\r\n\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n03\">\r\n<h3 class=\"title\">Team-Building Skills (AACSB)<\/h3>\r\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">Team Skills and Talents<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p17\" class=\"indent para\">Team projects involve a number of tasks that are handled by individual team members. These tasks should be assigned to team members based on their particular skills and talents. The next time you work on a team project, you should use the following table to help your team organize its tasks and hold its members responsible for their completion.<\/p>\r\n<p id=\"frank-ch08_s07_p18\" class=\"indent para\">Here is how you should use this document:<\/p>\r\n\r\n<ol id=\"frank-ch08_s07_l01\" class=\"orderedlist\">\r\n \t<li>Identify all tasks to be completed.<\/li>\r\n \t<li>Assign each task to a member (or members) of your team based on their skills, talents, and time available.<\/li>\r\n \t<li>Determine a due date for each task.<\/li>\r\n \t<li>As a task is completed, indicate its completion date and the team member (or members) who completed the task. If more than one team member works on the assignment, indicate the percentage of time each devoted to the task. You can add tasks that surface as your team works its way through the project.<\/li>\r\n \t<li>If the assigned person fails to complete the task, or submits poor quality work, add a note to the report explaining what happened and how the situation was corrected (for example, another team member had to redo the task).<\/li>\r\n \t<li>Submit the completed form (with all columns completed) to your faculty member at the class after your team project is due. Include a cover sheet with your team\u2019s name (or number) and the name of each team member.<\/li>\r\n<\/ol>\r\n<div class=\"informaltable\">\r\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\r\n<thead>\r\n<tr>\r\n<th>Tasks to Be Completed<\/th>\r\n<th>Initials of Team Member(s) Who Will Complete Task<\/th>\r\n<th>Date to Be Completed<\/th>\r\n<th>Date Completed<\/th>\r\n<th>Initials of Team Member(s) Who Completed Task (Add a Note Below the Table Explaining Any Problems with Completion or Quality of Work)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<td>________<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n04\">\r\n<h3 class=\"title\">The Global View (AACSB)<\/h3>\r\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">A Multicultural Virtual Team<\/strong><\/p>\r\n<p id=\"frank-ch08_s07_p19\" class=\"indent para\">You work for Nike, a global company. You just learned that you were assigned to a virtual team whose mission is to assess the feasibility of Nike\u2019s making an inexpensive shoe that can be sold in Brazil. The team consists of twelve members. Three of the members work in the United States (two in Beaverton, Oregon, and one in New York City). Two work in England, two in China, two in India, and three in Brazil. All are Nike employees and all were born in the country in which they work. All speak English, though some speak it better than others. What challenges do you anticipate the team will face because of its multicultural makeup?. How could these challenges be overco<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"part\" id=\"chapter-8-teamwork-and-communications\">\n<div class=\"part-title-wrap\">\n<h1 class=\"part-title\" style=\"text-align: left\">The Team and the Organization<\/h1>\n<\/div>\n<div class=\"ugc part-ugc\">\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s01_n01\">\n<h3 class=\"title\">Learning Objectives<\/h3>\n<ol id=\"frank-ch08_s01_l01\" class=\"orderedlist\">\n<li>Define a <em class=\"emphasis\">team<\/em> and describe its key characteristics.<\/li>\n<li>Explain why organizations use teams, and describe different types of teams.<\/li>\n<\/ol>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s01\">\n<h2 class=\"title editable block\">What Is a Team? How Does Teamwork Work?<\/h2>\n<p id=\"frank-ch08_s01_s01_p01\" class=\"nonindent para editable block\">A <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_235_1371\"><strong><span class=\"margin_term\"><a class=\"glossterm\">team<\/a><\/span><\/strong><\/a><span class=\"margin_term\"><a class=\"glossterm\"><\/a><\/span> (or a <em class=\"emphasis\">work team<\/em>) is a group of people with complementary skills who work together to achieve a specific goal.<a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.\" id=\"return-footnote-235-1\" href=\"#footnote-235-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> In the case of Motorola\u2019s RAZR team, the specific goal was to develop (and ultimately bring to market) an ultrathin cell phone that would help restore the company\u2019s reputation as a designer of stylistically appealing, high-function phones. The team achieved its goal by integrating specialized but complementary skills in engineering and design and by making the most of its authority to make its own decisions and manage its own operations.<\/p>\n<div class=\"section\" id=\"frank-ch08_s01_s01_s01\">\n<h2 class=\"title editable block\">Teams versus Groups<\/h2>\n<p id=\"frank-ch08_s01_s01_s01_p01\" class=\"nonindent para editable block\">\u201cA group,\u201d suggests Bonnie Edelstein, a consultant in organizational development, \u201cis a bunch of people in an elevator. A team is also a bunch of people in an elevator, but the elevator is broken.\u201d This distinction may be a little oversimplified, but as our tale of teamwork at Motorola reminds us, a <em class=\"emphasis\">team<\/em> is clearly something more than a mere <em class=\"emphasis\">group<\/em> of individuals. In particular, members of a group\u2014or, more accurately, a <em class=\"emphasis\">working group<\/em>\u2014go about their jobs independently and meet primarily to share information. A group of department-store managers, for example, might meet monthly to discuss their progress in cutting plant costs, but each manager is focused on the goals of his or her department because each is held accountable for meeting only those goals. Teams, by contrast, are responsible for achieving specific common goals, and they\u2019re generally empowered to make the decisions needed to complete their authorized tasks.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s01_s02\">\n<h2 class=\"title editable block\">Some Key Characteristics of Teams<\/h2>\n<p id=\"frank-ch08_s01_s01_s02_p01\" class=\"nonindent para editable block\">To keep matters in perspective, let\u2019s identify five key characteristics of work teams:<a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.\" id=\"return-footnote-235-2\" href=\"#footnote-235-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><a class=\"footnote\" title=\"Alderfer, C. P., \u201cGroup and Intergroup Relations,\u201d in Improving Life at Work, ed. J. R. Hackman and J. L. Suttle (Palisades, CA: Goodyear, 1977), 277\u201396.\" id=\"return-footnote-235-3\" href=\"#footnote-235-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/p>\n<ol id=\"frank-ch08_s01_s01_s02_l01\" class=\"orderedlist editable block\">\n<li><em class=\"emphasis\">Teams are accountable for achieving specific common goals<\/em>. Members are collectively responsible for achieving team goals, and if they succeed, they\u2019re rewarded collectively.<\/li>\n<li><em class=\"emphasis\">Teams function interdependently<\/em>. Members cannot achieve goals independently and must rely on each other for information, input, and expertise.<\/li>\n<li><em class=\"emphasis\">Teams are stable<\/em>. Teams remain intact long enough to finish their assigned tasks, and each member remains on board long enough to get to know every other member.<\/li>\n<li><em class=\"emphasis\">Teams have authority<\/em>. Teams possess the decision-making power to pursue their goals and to manage the activities through which they complete their assignments.<\/li>\n<li><em class=\"emphasis\">Teams operate in a social context<\/em>. Teams are assembled to do specific work for larger organizations and have the advantage of access to resources available from other areas of their organizations.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s02\">\n<h2 class=\"title editable block\">Why Organizations Build Teams<\/h2>\n<p id=\"frank-ch08_s01_s02_p01\" class=\"nonindent para editable block\">Why do major organizations now rely more and more on teams to improve operations? Executives at Xerox have reported that team-based operations are 30 percent more productive than conventional operations. General Mills says that factories organized around team activities are 40 percent more productive than traditionally organized factories. According to in-house studies at Shenandoah Life Insurance, teams have cut case-handling time from twenty-seven to two days and virtually eliminated service complaints. FedEx says that teams reduced service errors (lost packages, incorrect bills) by 13 percent in the first year.<a class=\"footnote\" title=\"Fisher, K., Leading Self-Directed Work Teams: A Guide to Developing New Team Leadership Skills, rev. ed. (New York: McGraw-Hill Professional, 1999).\" id=\"return-footnote-235-4\" href=\"#footnote-235-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 315\u201316.\" id=\"return-footnote-235-5\" href=\"#footnote-235-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s01_s02_p02\" class=\"indent para editable block no-indent\">Today it seems obvious that teams can address a variety of challenges in the world of corporate activity. Before we go any further, however, we should remind ourselves that data like those we\u2019ve just cited aren\u2019t necessarily definitive. For one thing, they may not be objective\u2014companies are more likely to report successes than failures. As a matter of fact, teams <em class=\"emphasis\">don\u2019t<\/em> always work. Indeed, according to one study, team-based projects fail 50 to 70 percent of the time.<a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 315\u201316.\" id=\"return-footnote-235-6\" href=\"#footnote-235-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a><a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.\" id=\"return-footnote-235-7\" href=\"#footnote-235-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a><\/p>\n<div class=\"section\" id=\"frank-ch08_s01_s02_s01\">\n<h2 class=\"title editable block\">The Effect of Teams on Performance<\/h2>\n<p id=\"frank-ch08_s01_s02_s01_p01\" class=\"nonindent para editable block\">Research shows that companies build and support teams because of their effect on overall workplace performance, both organizational and individual. If we examine the impact of team-based operations according to a wide range of relevant criteria\u2014including product quality, worker satisfaction, and quality of work life, among others\u2014we find that overall organizational performance improves. <a class=\"xref\" href=\"#frank-ch08_s01_s02_s01_t01\">Table 7.1 \u201cEffect of Teams on Workplace Performance\u201d<\/a> lists several areas in which we can analyze workplace performance and indicates the percentage of companies that have reported improvements in each area.<\/p>\n<div class=\"wp-nocaption\">\n<div class=\"table block caption\" id=\"frank-ch08_s01_s02_s01_t01\">\n<h3 class=\"nonindent title\"><span class=\"title-prefix\">Table 7.1<\/span> Effect of Teams on Workplace Performance <a class=\"footnote\" title=\"Source: Adapted from Edward E. Lawler, S. A. Mohman, and G. E. Ledford, Creating High Performance Organizations: Practices and Results of Employee Involvement and Total Quality in Fortune 1000 Companies (San Francisco: Wiley, 1992). Reprinted with permission of John Wiley &amp; Sons Inc.\" id=\"return-footnote-235-8\" href=\"#footnote-235-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a><\/h3>\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Area of Performance<\/th>\n<th align=\"center\">Percent of Firms Reporting Improvement<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Product and service quality<\/td>\n<td align=\"center\">70<\/td>\n<\/tr>\n<tr>\n<td>Customer service<\/td>\n<td align=\"center\">67<\/td>\n<\/tr>\n<tr>\n<td>Worker satisfaction<\/td>\n<td align=\"center\">66<\/td>\n<\/tr>\n<tr>\n<td>Quality of work life<\/td>\n<td align=\"center\">63<\/td>\n<\/tr>\n<tr>\n<td>Productivity<\/td>\n<td align=\"center\">61<\/td>\n<\/tr>\n<tr>\n<td>Competitiveness<\/td>\n<td align=\"center\">50<\/td>\n<\/tr>\n<tr>\n<td>Profitability<\/td>\n<td align=\"center\">45<\/td>\n<\/tr>\n<tr>\n<td>Absenteeism\/turnover<\/td>\n<td align=\"center\">23<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"copyright\">\n<p class=\"nonindent para\"><span style=\"font-family: Roboto, Helvetica, Arial, sans-serif;font-size: 1.2rem;font-weight: bold\">Types of Teams<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s03\">\n<p id=\"frank-ch08_s01_s03_p01\" class=\"nonindent para editable block\">Teams, then, can improve company and individual performance in a number of areas. Not all teams, however, are formed to achieve the same goals or charged with the same responsibilities. Nor are they organized in the same way. Some, for instance, are more <em class=\"emphasis\">autonomous<\/em> than others\u2014less accountable to those higher up in the organization. Some depend on a team leader who\u2019s responsible for defining the team\u2019s goals and making sure that its activities are performed effectively. Others are more or less self-governing: though a leader lays out overall goals and strategies, the team itself chooses and manages the methods by which it pursues its goals and implements its strategies.<a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.\" id=\"return-footnote-235-9\" href=\"#footnote-235-9\" aria-label=\"Footnote 9\"><sup class=\"footnote\">[9]<\/sup><\/a> Teams also vary according to their membership. Let\u2019s look at several categories of teams.<\/p>\n<div class=\"section\" id=\"frank-ch08_s01_s03_s01\">\n<h2 class=\"title editable block\">Manager-Led Teams<\/h2>\n<p id=\"frank-ch08_s01_s03_s01_p01\" class=\"nonindent para editable block\">As its name implies, in the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_235_1372\"><strong><span class=\"margin_term\"><a class=\"glossterm\">manager-led team<\/a><\/span><\/strong><\/a>,<span class=\"margin_term\"><a class=\"glossterm\"><\/a><\/span> the manager is the team leader and is in charge of setting team goals, assigning tasks, and monitoring the team\u2019s performance. The individual team members have relatively little autonomy. For example, the key employees of a professional football team (a manager-led team) are highly trained (and highly paid) athletes, but their activities on the field are tightly controlled by a head coach. As team manager, the coach is responsible both for developing the strategies by which the team pursues its goal of winning games and for the final outcome of each game (not to mention the season). He\u2019s also solely responsible for interacting with managers above him in the organization. The players are responsible only for executing plays.<a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4.\" id=\"return-footnote-235-10\" href=\"#footnote-235-10\" aria-label=\"Footnote 10\"><sup class=\"footnote\">[10]<\/sup><\/a><\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s03_s02\">\n<h2 class=\"title editable block\">Self-Managing Teams<\/h2>\n<p id=\"frank-ch08_s01_s03_s02_p01\" class=\"nonindent para editable block\">Self-managing teams (also known as <em class=\"emphasis\">self-directed<\/em> or <em class=\"emphasis\">self-regulating teams<\/em>) have considerable autonomy. They are usually small and often absorb activities that were once performed by traditional supervisors. A manager or team leader may determine overall goals, but the members of the self-managing team control the activities needed to achieve the goals, such as planning and scheduling work, sharing tasks, meeting quality standards, and handling day-to-day operations.<\/p>\n<p id=\"frank-ch08_s01_s03_s02_p02\" class=\"indent para editable block no-indent\">Self-managing teams are the organizational hallmark of Whole Foods Market, the largest natural-foods grocer in the United States. Each store is run by ten teams (produce, prepared foods, and so forth), and virtually every store employee is a member of a team. Each team has a designated leader and its own performance targets. (Team leaders also belong to a store team, and store-team leaders belong to a regional team.) To do its job, every team has access to the kind of information\u2014including sales and even salary figures\u2014that most companies reserve for the eyes of traditional managers.<a class=\"footnote\" title=\"Fishman, C., \u201cWhole Foods Is All Teams,\u201d Fast Company.com, December 18, 2007, http:\/\/www.fastcompany.com\/node\/26671\/print (accessed October 11, 2011).\" id=\"return-footnote-235-11\" href=\"#footnote-235-11\" aria-label=\"Footnote 11\"><sup class=\"footnote\">[11]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s01_s03_s02_p03\" class=\"indent para editable block no-indent\">Needless to say, not every self-managed team enjoys the same degree of autonomy. Companies vary widely in choosing which tasks teams are allowed to manage and which ones are best left to upper-level management only. As you can see in <a class=\"xref\" href=\"#frank-ch08_s01_s03_s02_f01\">Figure 7.1 \u201cWhat Teams Do (and Don\u2019t) Manage\u201d<\/a>, for example, self-managing teams are often allowed to schedule assignments, but they are rarely allowed to fire coworkers.<\/p>\n<h3>Figure 7.1 What Teams Do (and Don\u2019t) Manage<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s01_s03_s02_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8f04a3a3cecbbfed0081d4199a10e572.jpg\" alt=\"What Teams Do (and Don't) Manage [from lowest percentage to highest]: Fire coworkers, hire coworkers, do performance appraisals, develop budgets, purchase equipment\/services, work with suppliers\/vendors, set production goals, conduct training, work with outside customers, schedule work assignments.\" style=\"max-width: 497px\" \/><br \/>\n<\/a><\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s03_s03\">\n<h2 class=\"title editable block\">Cross-Functional Teams<\/h2>\n<p id=\"frank-ch08_s01_s03_s03_p01\" class=\"nonindent para editable block\">Many companies use cross-functional teams \u2014teams that, as the name suggests, cut across an organization\u2019s <em class=\"emphasis\">functional areas<\/em> (operations, marketing, finance, and so on). A cross-functional team is designed to take advantage of the special expertise of members drawn from different functional areas of the company. When the Internal Revenue Service, for example, wanted to study the effects on employees of a major change in information systems, it created a cross-functional team composed of people from a wide range of departments. The final study reflected expertise in such areas as job analysis, training, change management, industrial psychology, and even ergonomics.<a class=\"footnote\" title=\"Human Technology Inc., \u201cOrganizational Learning Strategies: Cross-Functional Teams,\u201d Getting Results through Learning, http:\/\/www.humtech.com\/opm\/grtl\/ols\/ols3.cfm (accessed October 11, 2011).\" id=\"return-footnote-235-12\" href=\"#footnote-235-12\" aria-label=\"Footnote 12\"><sup class=\"footnote\">[12]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s01_s03_s03_p02\" class=\"indent para editable block no-indent\">Cross-functional teams figure prominently in the product-development process at Nike, where they take advantage of expertise from both inside and outside the company. Typically, team members include not only product designers, marketing specialists, and accountants but also sports-research experts, coaches, athletes, and even consumers. Likewise, Motorola\u2019s RAZR team was a cross-functional team: Responsibility for developing the new product wasn\u2019t passed along from the design team to the engineering team but rather was entrusted to a special team composed of both designers and engineers.<\/p>\n<p id=\"frank-ch08_s01_s03_s03_p03\" class=\"indent para editable block no-indent\">We can also classify the RAZR team as a <em class=\"emphasis\">product-development<\/em> or <em class=\"emphasis\">project team<\/em> (a topic we\u2019ll discuss in more detail in <a class=\"xref\" href=\"https:\/\/umn.pressbooks.network\/exploringbusiness\/?p=818\">Chapter 10 \u201cProduct Design and Development\u201d<\/a>). <em class=\"emphasis\">Committees<\/em> and <em class=\"emphasis\">task forces<\/em>, both of which are dedicated to specific issues or tasks, are often cross-functional teams. <em class=\"emphasis\">Problem-solving teams<\/em>, which are created to study such issues as improving quality or reducing waste, may be either intradepartmental or cross-functional.<a class=\"footnote\" title=\"Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 340\u201342.\" id=\"return-footnote-235-13\" href=\"#footnote-235-13\" aria-label=\"Footnote 13\"><sup class=\"footnote\">[13]<\/sup><\/a><\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s01_s03_s04\">\n<h2 class=\"title editable block\">Virtual Teams<\/h2>\n<p id=\"frank-ch08_s01_s03_s04_p01\" class=\"nonindent para editable block\">\u201cTeamwork,\u201d said someone (we\u2019re not sure who), \u201cdoesn\u2019t tolerate the inconvenience of distance.\u201d Indeed, technology now makes it possible for teams to function not only across such organizational boundaries as functional areas, departments, and divisions but also across time and space, as well. Working in virtual teams, geographically dispersed members interact electronically in the process of pursuing a common goal. Such technologies as videoconferencing, instant messaging, and electronic meetings, which allow people to interact simultaneously and in real time, offer a number of advantages in conducting the business of a virtual team.<a class=\"footnote\" title=\"George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 381\u201382.\" id=\"return-footnote-235-14\" href=\"#footnote-235-14\" aria-label=\"Footnote 14\"><sup class=\"footnote\">[14]<\/sup><\/a> Among other things, members can participate from any location or at any time of day, and teams can \u201cmeet\u201d for as long as it takes to achieve a goal or solve a problem\u2014a few days, a few weeks, or a few months.<\/p>\n<p id=\"frank-ch08_s01_s03_s04_p02\" class=\"indent para editable block no-indent\">Nor does team size seem to be an obstacle when it comes to calling virtual-team meetings: In building the F-35 Strike Fighter, U.S. defense contractor Lockheed Martin staked the $225 billion project on a virtual product-team of unprecedented global dimension, drawing on designers and engineers from the ranks of eight international partners ranging from Canada and the United Kingdom to Norway and Turkey.<a class=\"footnote\" title=\"Adept Science, \u201cLockheed Martin Chooses Mathcad as a Standard Design Package for F-35 Joint Strike Fighter Project,\u201d Adept Science, September 23, 2003, http:\/\/www.adeptscience.co.uk\/pressroom\/article\/96 (accessed October 11, 2011).\" id=\"return-footnote-235-15\" href=\"#footnote-235-15\" aria-label=\"Footnote 15\"><sup class=\"footnote\">[15]<\/sup><\/a><\/p>\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s01_s03_s04_n01\">\n<h3 class=\"title\">Key Takeaways<\/h3>\n<ul id=\"frank-ch08_s01_s03_s04_l01\" class=\"itemizedlist\">\n<li>Teamwork brings diverse areas of expertise to bear on organizational problems and projects.<\/li>\n<li>Reaching teamwork goals requires skills in negotiating trade-offs, and teamwork brings these skills into play at almost every step in the process.<\/li>\n<li>To be successful, teams need a certain amount of autonomy and authority in making and implementing their decisions.<\/li>\n<li>A <strong class=\"emphasis bold\">team<\/strong> (or a <em class=\"emphasis\">work team<\/em>) is a group of people with complementary skills who work together to achieve a specific goal. Members of a <em class=\"emphasis\">working group<\/em> work independently and meet primarily to share information.<\/li>\n<li>\n<p class=\"nonindent para\">Work teams have five key characteristics:<\/p>\n<ol id=\"frank-ch08_s01_s03_s04_l02\" class=\"orderedlist\">\n<li>They are accountable for achieving specific common goals.<\/li>\n<li>They function interdependently.<\/li>\n<li>They are stable.<\/li>\n<li>They have authority.<\/li>\n<li>They operate in a social context.<\/li>\n<\/ol>\n<\/li>\n<li>Companies build and support teams because of their effect on overall workplace performance, both organizational and individual.<\/li>\n<li>\n<p class=\"nonindent para\">Work teams may be of several types:<\/p>\n<ol id=\"frank-ch08_s01_s03_s04_l03\" class=\"orderedlist\">\n<li>In the traditional <strong class=\"emphasis bold\">manager-led team<\/strong>, the leader defines the team\u2019s goals and activities and is responsible for its achieving its assigned goals.<\/li>\n<li>The leader of a <strong class=\"emphasis bold\">self-managing team<\/strong> may determine overall goals, but employees control the activities needed to meet them.<\/li>\n<li>A <strong class=\"emphasis bold\">cross-functional team<\/strong> is designed to take advantage of the special expertise of members drawn from different functional areas of the company.<\/li>\n<li>On <strong class=\"emphasis bold\">virtual teams<\/strong>, geographically dispersed members interact electronically in the process of pursuing a common goal.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s01_s03_s04_n02\">\n<h3 class=\"title\">Exercise<\/h3>\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\n<p id=\"frank-ch08_s01_s03_s04_p03\" class=\"indent para\">You\u2019re a marketing researcher for a multinational food-products corporation, and for the past two years, you\u2019ve been able to work at home. The international division of the company has asked you to join a virtual team assigned to assess the prospects for a new sandwich planned for the Indian market.<\/p>\n<p id=\"frank-ch08_s01_s03_s04_p04\" class=\"indent para\">List a few of the challenges that you\u2019re likely to encounter as a member of the virtual team. Explain the steps you\u2019d take to deal with each of the challenges that you\u2019ve listed.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"chapter-title-wrap\">\n<h1><\/h1>\n<h1 class=\"chapter-title\" style=\"text-align: center\">Why Teamwork Works<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s02_n01\">\n<h3 class=\"title\">Learning Objectives<\/h3>\n<ol id=\"frank-ch08_s02_l01\" class=\"orderedlist\">\n<li>Explain why teams may be effective or ineffective.<\/li>\n<li>Identify factors that contribute to team cohesiveness.<\/li>\n<\/ol>\n<\/div>\n<p id=\"frank-ch08_s02_p01\" class=\"nonindent para editable block\">Now that we know a little bit about <em class=\"emphasis\">how<\/em> teams work, we need to ask ourselves <em class=\"emphasis\">why<\/em> they work. Not surprisingly, this is a fairly complex issue. In this section, we\u2019ll answer these closely related questions: Why are teams often effective? Why are they sometimes <em class=\"emphasis\">in<\/em>effective?<\/p>\n<div class=\"section\" id=\"frank-ch08_s02_s01\">\n<h2 class=\"title editable block\">Factors in Effective Teamwork<\/h2>\n<p id=\"frank-ch08_s02_s01_p01\" class=\"nonindent para editable block\">First, let\u2019s begin by identifying several factors that, in practice, tend to contribute to effective teamwork. Generally speaking, teams are effective when the following factors are met:<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 497.\" id=\"return-footnote-235-16\" href=\"#footnote-235-16\" aria-label=\"Footnote 16\"><sup class=\"footnote\">[16]<\/sup><\/a><\/p>\n<ul id=\"frank-ch08_s02_s01_l01\" class=\"itemizedlist editable block\">\n<li><em class=\"emphasis\">Members depend on each other<\/em>. When team members rely on each other to get the job done, team productivity and efficiency are high.<\/li>\n<li><em class=\"emphasis\">Members trust one another<\/em>. Teamwork is more effective when members trust each other.<\/li>\n<li><em class=\"emphasis\">Members work better together than individually<\/em>. When team members perform better as a group than alone, collective performance exceeds individual performance.<\/li>\n<li><em class=\"emphasis\">Members become boosters<\/em>. When each member is encouraged by other team members to do his or her best, collective results improve.<\/li>\n<li><em class=\"emphasis\">Team members enjoy being on the team<\/em>. The more that team members derive satisfaction from being on the team, the more committed they become.<\/li>\n<li><em class=\"emphasis\">Leadership rotates<\/em>. Teams function effectively when leadership responsibility is shared over time.<\/li>\n<\/ul>\n<p id=\"frank-ch08_s02_s01_p02\" class=\"indent para editable block\">Most of these explanations probably make pretty clear intuitive sense. Unfortunately, because such issues are rarely as clear-cut as they may seem at first glance, we need to examine the issue of group effectiveness from another perspective\u2014one that considers the effects of factors that aren\u2019t quite so straightforward.<\/p>\n<div class=\"section\" id=\"frank-ch08_s02_s01_s01\">\n<h2 class=\"title editable block\">Group Cohesiveness<\/h2>\n<p id=\"frank-ch08_s02_s01_s01_p01\" class=\"nonindent para editable block\">The idea of group cohesiveness refers to the <em class=\"emphasis\">attractiveness<\/em> of a team to its members. If a group is high in cohesiveness, membership is quite satisfying to its members; if it\u2019s low in cohesiveness, members are unhappy with it and may even try to leave it. The principle of group cohesiveness, in other words, is based on the simple idea that groups are most effective when their members like being members of the group.<a class=\"footnote\" title=\"George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 371\u201377.\" id=\"return-footnote-235-17\" href=\"#footnote-235-17\" aria-label=\"Footnote 17\"><sup class=\"footnote\">[17]<\/sup><\/a><a class=\"footnote\" title=\"Festinger, L., \u201cInformal Social Communication, Psychological Review 57 (1950): 271\u201382.\" id=\"return-footnote-235-18\" href=\"#footnote-235-18\" aria-label=\"Footnote 18\"><sup class=\"footnote\">[18]<\/sup><\/a><\/p>\n<div class=\"section\" id=\"frank-ch08_s02_s01_s01_s01\">\n<h2 class=\"title editable block\">What Makes a Team Cohesive?<\/h2>\n<p id=\"frank-ch08_s02_s01_s01_s01_p01\" class=\"nonindent para editable block\">Numerous factors may contribute to team cohesiveness, but in this section, we\u2019ll focus on five of the most important:<\/p>\n<ol id=\"frank-ch08_s02_s01_s01_s01_l01\" class=\"orderedlist editable block\">\n<li><em class=\"emphasis\">Size<\/em>. The bigger the team, the less satisfied members tend to be. When teams get too large, members find it harder to interact closely with other members; a few members tend to dominate team activities, and conflict becomes more likely.<\/li>\n<li><em class=\"emphasis\">Similarity<\/em>. People usually get along better with people like themselves, and teams are generally more cohesive when members perceive fellow members as people who share their own attitudes and experience.<\/li>\n<li><em class=\"emphasis\">Success<\/em>. When teams are successful, members are satisfied, and other people are more likely to be attracted to their teams.<\/li>\n<li><em class=\"emphasis\">Exclusiveness<\/em>. The harder it is to get into a group, the happier the people who are already in it. Status (the extent to which outsiders look up to a team, as well as the perks that come with membership) also increases members\u2019 satisfaction.<\/li>\n<li><em class=\"emphasis\">Competition<\/em>. Members value membership more highly when they\u2019re motivated to achieve common goals\u2014especially when those goals mean outperforming other teams.<\/li>\n<\/ol>\n<h3>Figure 7.2 Cohesive Teams<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\">\n<div class=\"figure small editable block\" id=\"frank-ch08_s02_s01_s01_s01_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.2.0.jpg\" alt=\"A team smiling with all their hands in\" class=\"aligncenter size-full wp-image-1401\" width=\"500\" \/>A cohesive team with goals that are aligned with the goals of the organization is most likely to succeed.\u00a0<\/a><a href=\"https:\/\/www.flickr.com\/photos\/124961070@N02\/14485059353\">Teamwork and team spirit<\/a> \u2013 CC BY-ND 2.0.<\/p>\n<\/div>\n<\/div>\n<p id=\"frank-ch08_s02_s01_s01_s01_p02\" class=\"indent para editable block no-indent\">There\u2019s such a thing as too much cohesiveness. When, for instance, members are highly motivated to collaborate in performing the team\u2019s activities, the team is more likely to be effective in achieving its goals. Clearly, when those goals are aligned with the goals of the larger organization, the organization, too, will be happy. If, however, its members get too wrapped up in more immediate team goals, the whole team may lose sight of the larger organizational goals toward which it\u2019s supposed to be working.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s02_s01_s01_s02\">\n<h2 class=\"title editable block\">Groupthink<\/h2>\n<p id=\"frank-ch08_s02_s01_s01_s02_p01\" class=\"nonindent para editable block\">Likewise, it\u2019s easier for leaders to direct members toward team goals when members are all on the same page\u2014when there\u2019s a basic willingness to conform to the team\u2019s rules and guidelines. When there\u2019s too much conformity, however, the group can become ineffective: It may resist change and fresh ideas and, what\u2019s worse, may end up adopting its own dysfunctional tendencies as its way of doing things. Such tendencies may also encourage a phenomenon known as <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_235_1377\"><strong><span class=\"margin_term\"><a class=\"glossterm\">groupthink<\/a><\/span><\/strong><\/a>\u2014the tendency to conform to group pressure in making decisions, while failing to think critically or to consider outside influences.<\/p>\n<p id=\"frank-ch08_s02_s01_s01_s02_p02\" class=\"indent para editable block no-indent\">Groupthink is often cited as a factor in the explosion of the space shuttle <em class=\"emphasis\">Challenger<\/em> in January 1986: Engineers from a supplier of components for the rocket booster warned that the launch might be risky because of the weather but were persuaded to reverse their recommendation by NASA officials who wanted the launch to proceed as scheduled.<a class=\"footnote\" title=\"Griffin, E., \u201cGroupthink of Irving Janis,\u201d 1997, http:\/\/www.doh.state.fl.us\/alternatesites\/cms-kids\/providers\/early_steps\/training\/documents\/groupthink_irving_janus.pdf (accessed October 11, 2011).\" id=\"return-footnote-235-19\" href=\"#footnote-235-19\" aria-label=\"Footnote 19\"><sup class=\"footnote\">[19]<\/sup><\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s02_s02\">\n<h2 class=\"title editable block\">Why Teams Fail<\/h2>\n<p id=\"frank-ch08_s02_s02_p01\" class=\"nonindent para editable block\">Teams don\u2019t always work. To learn why, let\u2019s take a quick look at four common obstacles to success in introducing teams into an organization:<a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 317\u201318.\" id=\"return-footnote-235-20\" href=\"#footnote-235-20\" aria-label=\"Footnote 20\"><sup class=\"footnote\">[20]<\/sup><\/a><\/p>\n<ul id=\"frank-ch08_s02_s02_l01\" class=\"itemizedlist editable block\">\n<li><em class=\"emphasis\">Unwillingness to cooperate<\/em>. Failure to cooperate can occur when members don\u2019t or won\u2019t commit to a common goal or set of activities. What if, for example, half the members of a product-development team want to create a brand-new product and half want to improve an existing product? The entire team may get stuck on this point of contention for weeks or even months.<\/li>\n<li><em class=\"emphasis\">Lack of managerial support<\/em>. Every team requires organizational resources to achieve its goals, and if management isn\u2019t willing to commit the needed resources\u2014say, funding or key personnel\u2014a team will probably fall short of those goals.<\/li>\n<li><em class=\"emphasis\">Failure of managers to delegate authority<\/em>. Team leaders are often chosen from the ranks of successful supervisors\u2014first-line managers who, as we saw in <a class=\"xref\" href=\"https:\/\/umn.pressbooks.network\/exploringbusiness\/?p=480\">Chapter 6 \u201cManaging for Business Success\u201d<\/a>, give instructions on a day-to-day basis and expect to have them carried out. This approach to workplace activities may not work very well in leading a team\u2014a position in which success depends on building a consensus and letting people make their own decisions.<\/li>\n<li><em class=\"emphasis\">Failure of teams to cooperate<\/em>. If you\u2019re on a workplace team, your employer probably depends on teams to perform much of the organization\u2019s work and meet many of its goals. In other words, it is, to some extent, a team-based organization, and as such, reaching its overall goals requires a high level of cooperation <em class=\"emphasis\">among teams.<\/em><a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 323\u201324.\" id=\"return-footnote-235-21\" href=\"#footnote-235-21\" aria-label=\"Footnote 21\"><sup class=\"footnote\">[21]<\/sup><\/a> When teams can\u2019t agree on mutual goals (or when they duplicate efforts), neither the teams nor the organization is likely to meet with much success.<\/li>\n<\/ul>\n<div class=\"section\" id=\"frank-ch08_s02_s02_s01\">\n<h2 class=\"title editable block\">Motivation and Frustration<\/h2>\n<p id=\"frank-ch08_s02_s02_s01_p01\" class=\"nonindent para editable block\">Finally, remember that teams are composed of people, and whatever the roles they happen to be playing at a given time, people are subject to psychological ups and downs. As members of workplace teams, they need motivation, when motivation is down, so are effectiveness and productivity. As you can see in <a class=\"xref\" href=\"#frank-ch08_s02_s02_s01_f01\">Figure 7.3 \u201cSources of Frustration\u201d<\/a>, the difficulty of maintaining a high level of motivation is the chief cause of frustration among members of teams. As such, it\u2019s also a chief cause of ineffective teamwork, and that\u2019s one reason why more employers now look for the ability to develop and sustain motivation when they\u2019re hiring new managers.<a class=\"footnote\" title=\"Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 323\u201324.\" id=\"return-footnote-235-22\" href=\"#footnote-235-22\" aria-label=\"Footnote 22\"><sup class=\"footnote\">[22]<\/sup><\/a><\/p>\n<h3>Figure 7.3 Sources of Frustration<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s02_s02_s01_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/1e7dd2051d111951955f856e350d053b.jpg\" alt=\"Sources of Frustration (from highest to lowest): Developing\/sustaining high motivation, minimizing confusion\/Solving problems, Fostering creativity\/innovation, Developing clear goals\" style=\"max-width: 497px\" \/><br \/>\n<\/a><\/p>\n<\/div>\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s02_s02_s01_n01\">\n<h3 class=\"title\">Key Takeaways<\/h3>\n<ul id=\"frank-ch08_s02_s02_s01_l01\" class=\"itemizedlist\">\n<li>\n<p class=\"nonindent para\">Generally speaking, teams are effective when the following are true:<\/p>\n<ol id=\"frank-ch08_s02_s02_s01_l02\" class=\"orderedlist\">\n<li>Members are interdependent.<\/li>\n<li>Members work better together than individually.<\/li>\n<li>Teams work well enough to satisfy members.<\/li>\n<li>Leadership rotates.<\/li>\n<li>Members help one another.<\/li>\n<li>Members become boosters.<\/li>\n<li>Members trust one another.<\/li>\n<\/ol>\n<\/li>\n<li><strong class=\"emphasis bold\">Group cohesiveness<\/strong> refers to the <em class=\"emphasis\">attractiveness<\/em> of a team to its members. If a group is high in cohesiveness, membership is quite satisfying to its members; if it\u2019s low in cohesiveness, members are unhappy with it and may even try to leave it.<\/li>\n<li>\n<p class=\"nonindent para\">Common obstacles to team success include the following:<\/p>\n<ol id=\"frank-ch08_s02_s02_s01_l03\" class=\"orderedlist\">\n<li>Unwillingness to cooperate<\/li>\n<li>Lack of managerial support<\/li>\n<li>Failure of managers to delegate authority<\/li>\n<li>Failure of teams to cooperate<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s02_s02_s01_n02\">\n<h3 class=\"title\">Exercise<\/h3>\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\n<p id=\"frank-ch08_s02_s02_s01_p02\" class=\"indent para\">At some point in the coming week, while you\u2019re working on an assignment for any one of your classes, ask at least one other member of the class to help you with it or to collaborate with you in studying for it. After you\u2019ve completed your assignment, make a list of the advantages and disadvantages of working on the assignment with another person.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"chapter-title-wrap\">\n<h1 class=\"chapter-title\" style=\"text-align: center\">The Team and Its Members<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s03_n01\">\n<h3 class=\"title\">Learning Objectives<\/h3>\n<ol id=\"frank-ch08_s03_l01\" class=\"orderedlist\">\n<li>Understand the importance of learning to participate in team-based activities.<\/li>\n<li>Identify the skills needed by team members and the roles that members of a team might play.<\/li>\n<li>Learn how to survive team projects in college (and actually enjoy yourself).<\/li>\n<li>Explain the skills and behaviors that foster effective team leadership.<\/li>\n<\/ol>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s01\">\n<h2 class=\"title editable block\">\u201cLife Is All about Group Work\u201d<\/h2>\n<div class=\"epigraph block\" id=\"frank-ch08_s03_s01_ep01\">\n<p id=\"frank-ch08_s03_s01_p01\" class=\"nonindent para\">\u201cI\u2019ll work extra hard and do it myself, but please don\u2019t make me have to work in a group.\u201d<\/p>\n<\/div>\n<p id=\"frank-ch08_s03_s01_p02\" class=\"nonindent para editable block\">Like it or not, you\u2019ll probably be given some teamwork assignments while you\u2019re in college. More than two-thirds of all students report having participated in the work of an organized team, and if you\u2019re in business school, you will almost certainly find yourself engaged in team-based activities.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.\" id=\"return-footnote-235-23\" href=\"#footnote-235-23\" aria-label=\"Footnote 23\"><sup class=\"footnote\">[23]<\/sup><\/a><a class=\"footnote\" title=\"Wellins, R. S., William C. Byham, and Jeanne M. Wilson, Empowered Teams (San Francisco: Jossey-Bass, 1991).\" id=\"return-footnote-235-24\" href=\"#footnote-235-24\" aria-label=\"Footnote 24\"><sup class=\"footnote\">[24]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s03_s01_p03\" class=\"no-indent\">Why do we put so much emphasis on something that, reportedly, makes many students feel anxious and academically drained? Here\u2019s one college student\u2019s practical-minded answer to this question:<\/p>\n<blockquote><p>In the real world, you have to work with people. You don\u2019t always know the people you work with, and you don\u2019t always get along with them. Your boss won\u2019t particularly care, and if you can\u2019t get the job done, your job may end up on the line. Life is all about group work, whether we like it or not. And school, in many ways, prepares us for life, including working with others\u201d.<a class=\"footnote\" title=\"Nichols, H., \u201cTeamwork in School, Work and Life,\u201d iamnext.com, 2003, http:\/\/www.iamnext.com\/academics\/groupwork.html (accessed September 1, 2008).\" id=\"return-footnote-235-25\" href=\"#footnote-235-25\" aria-label=\"Footnote 25\"><sup class=\"footnote\">[25]<\/sup><\/a><\/p><\/blockquote>\n<p id=\"frank-ch08_s03_s01_p05\" class=\"nonindent para editable block\">She\u2019s right. In placing so much emphasis on teamwork skills and experience, college business departments are doing the responsible thing\u2014preparing students for the business world that awaits them. A survey of <em class=\"emphasis\">Fortune<\/em> 1000 companies reveals that 79 percent already rely on self-managing teams and 91 percent on various forms of employee work groups. Another survey found that the skill that most employers value in new employees is the ability to work in teams.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.\" id=\"return-footnote-235-26\" href=\"#footnote-235-26\" aria-label=\"Footnote 26\"><sup class=\"footnote\">[26]<\/sup><\/a><a class=\"footnote\" title=\"Lawler, E. E., Treat People Right (San Francisco: Jossey-Bass, 2003).\" id=\"return-footnote-235-27\" href=\"#footnote-235-27\" aria-label=\"Footnote 27\"><sup class=\"footnote\">[27]<\/sup><\/a> If you\u2019re already trying to work your way up an organizational ladder, consider the advice of former Chrysler Chairman Lee Iacocca: \u201cA major reason that capable people fail to advance is that they don\u2019t work well with their colleagues\u201d.<a class=\"footnote\" title=\"Paulson, T. L., \u201cBuilding Bridges vs. Burning Them: The Subtle Art of Influence,\u201d 1990, at http:\/\/books.google.com\/books?id=iXkq-IFFJpcC&amp;pg=PA55&amp;lpg=PA55&amp;dq=%22capable+people+fail+to+ advance%22&amp;source=web&amp;ots=a2l2cJ2_AF&amp;sig=4Xk7EuOq2htSf2XqBWSFQxJwVqE &amp;hl=en&amp;sa=X&amp;oi=book_result&amp;resnum=1&amp;ct=result (accessed September 2, 2008).\" id=\"return-footnote-235-28\" href=\"#footnote-235-28\" aria-label=\"Footnote 28\"><sup class=\"footnote\">[28]<\/sup><\/a> The importance of the ability to work in teams was confirmed in a survey of leadership practices of more than sixty of the world\u2019s top organizations.<a class=\"footnote\" title=\"Fortune Magazine, \u201cWhat Makes Great Leaders: Rethinking the Route to Effective Leadership,\u201d Findings from the Fortune Magazine\/Hay Group 1999 Executive Survey of Leadership Effectiveness, http:\/\/ei.haygroup.com\/downloads\/pdf\/Leadership%20White%20Paper.pdf (accessed August 9, 2008).\" id=\"return-footnote-235-29\" href=\"#footnote-235-29\" aria-label=\"Footnote 29\"><sup class=\"footnote\">[29]<\/sup><\/a> When top executives in these organizations were asked, \u201cWhat causes high-potential leadership candidates to derail? (stop moving up in the organization),\u201d 60 percent of the organizations cited \u201cinability to work in teams.\u201d Interestingly, only 9 percent attributed the failure of these executives to advance to \u201clack of technical ability.\u201d While technical skills will be essential in your getting hired into an organization, your team skills will play a significant role in your ability to advance.<\/p>\n<p id=\"frank-ch08_s03_s01_p06\" class=\"indent para editable block no-indent\">To be team-ready or not to be team-ready\u2014that is the question. Or, to put it in plainer terms, the question is not whether you\u2019ll find yourself working as part of a team. You will. The question is whether you\u2019ll know how to participate successfully in team-based activities.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s02\">\n<h2 class=\"title editable block\">Will <em class=\"emphasis\">You<\/em> Make a Good Team Member?<\/h2>\n<p id=\"frank-ch08_s03_s02_p01\" class=\"nonindent para editable block\">What if your instructor in this course decides to divide the class into several three-, four-, or five-member teams and assigns each team to develop a new product plus a business plan to get it into production and out on the market? What teamwork skills could you bring to the table? What teamwork skills do you need to work on? What qualities do you possess that might make you a good team leader?<\/p>\n<div class=\"section\" id=\"frank-ch08_s03_s02_s01\">\n<h2 class=\"title editable block\">What Skills Does the Team Need?<\/h2>\n<p id=\"frank-ch08_s03_s02_s01_p01\" class=\"nonindent para editable block\">Sometimes we hear about a sports team made up of mostly average players who win a championship because of coaching genius, flawless teamwork, and superhuman determination.<a class=\"footnote\" title=\"Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 346\u201347.\" id=\"return-footnote-235-30\" href=\"#footnote-235-30\" aria-label=\"Footnote 30\"><sup class=\"footnote\">[30]<\/sup><\/a> But not terribly often. In fact, we usually hear about such teams simply because they\u2019re newsworthy\u2014exceptions to the rule. Typically a team performs well because its members possess some level of talent. This doesn\u2019t mean, however, that we should reduce team performance to the mere sum of its individual contributions: Members\u2019 talents aren\u2019t very useful if they\u2019re not managed in a collective effort to achieve a common goal.<\/p>\n<p id=\"frank-ch08_s03_s02_s01_p02\" class=\"indent para editable block no-indent\">In the final analysis, of course, a team can succeed only if its members provide the skills that need managing. In particular, every team requires some mixture of three sets of skills:<\/p>\n<ul id=\"frank-ch08_s03_s02_s01_l01\" class=\"itemizedlist editable block\">\n<li><em class=\"emphasis\">Technical skills<\/em>. Because teams must perform certain tasks, they need people with the skills to perform them. For example, if your project calls for a lot of math work, it\u2019s good to have someone with the necessary quantitative skills.<\/li>\n<li><em class=\"emphasis\">Decision-making and problem-solving skills<\/em>. Because every task is subject to problems, and because handling every problem means deciding on the best solution, it\u2019s good to have members who are skilled in identifying problems, evaluating alternative solutions, and deciding on the best options.<\/li>\n<li><em class=\"emphasis\">Interpersonal skills<\/em>. Because teams are composed of people, and because people need direction and motivation and depend on communication, every group benefits from members who know how to listen, provide feedback, and smooth ruffled feathers. The same people are usually good at communicating the team\u2019s goals and needs to outsiders.<\/li>\n<\/ul>\n<p id=\"frank-ch08_s03_s02_s01_p03\" class=\"indent para editable block no-indent\">The key to success is ultimately the right mix of these skills. Remember, too, that no team needs to possess all these skills\u2014never mind the right balance of them\u2014from day one. In many cases, a team gains certain skills only when members volunteer for certain tasks and perfect their skills in the process of performing them. For the same reason, effective teamwork develops over time as team members learn how to handle various team-based tasks. In a sense, teamwork is always work in progress.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02\">\n<h2 class=\"title editable block\">What Roles Do Team Members Play?<\/h2>\n<p id=\"frank-ch08_s03_s02_s02_p01\" class=\"nonindent para editable block\">Like your teamwork skills, expect your role on a team to develop over time. Also remember that, both as a student and as a member of the workforce, you\u2019ll be a <em class=\"emphasis\">member<\/em> of a team more often than a <em class=\"emphasis\">leader<\/em> (a subject that we\u2019ll take up in the next section). Team members, however, can have as much impact on a team\u2019s success as its leaders. The key is the quality of the contributions they make in performing nonleadership roles.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.\" id=\"return-footnote-235-31\" href=\"#footnote-235-31\" aria-label=\"Footnote 31\"><sup class=\"footnote\">[31]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s03_s02_s02_p02\" class=\"indent para editable block no-indent\">What, exactly, are those roles? At this point, you\u2019ve probably concluded that every team faces two basic challenges:<\/p>\n<ol id=\"frank-ch08_s03_s02_s02_l01\" class=\"orderedlist editable block\">\n<li>\n<p class=\"no-indent\">Accomplishing its assigned task<\/p>\n<\/li>\n<li>\n<p class=\"no-indent\">Maintaining or improving group cohesiveness<\/p>\n<\/li>\n<\/ol>\n<p id=\"frank-ch08_s03_s02_s02_p03\" class=\"indent para editable block no-indent\">Whether you affect the team\u2019s work positively or negatively depends on the extent to which you help it or hinder it in meeting these two challenges.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.\" id=\"return-footnote-235-32\" href=\"#footnote-235-32\" aria-label=\"Footnote 32\"><sup class=\"footnote\">[32]<\/sup><\/a> We can thus divide teamwork roles into two categories, depending on which of these two challenges each role addresses. These two categories (task-facilitating roles and relationship-building roles) are summarized in <a class=\"xref\" href=\"#frank-ch08_s03_s02_s02_t01\">Table 7.2 \u201cRoles that Team Members Play\u201d<\/a>.<\/p>\n<div class=\"wp-nocaption\">\n<div class=\"table block caption\" id=\"frank-ch08_s03_s02_s02_t01\">\n<h3 class=\"nonindent title\"><span class=\"title-prefix\">Table 7.2<\/span> Roles that Team Members Play <a class=\"footnote\" title=\"Source: Adapted from David A. Whetten and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 517, 519.\" id=\"return-footnote-235-33\" href=\"#footnote-235-33\" aria-label=\"Footnote 33\"><sup class=\"footnote\">[33]<\/sup><\/a><\/h3>\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Task-facilitating Roles<\/th>\n<th>Example<\/th>\n<th>Relationship-building Roles<\/th>\n<th>Example<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Direction giving<\/td>\n<td>\u201cJot down a few ideas and we\u2019ll see what everyone has come up with.\u201d<\/td>\n<td>Supporting<\/td>\n<td>\u201cNow, that\u2019s what I mean by a practical application.\u201d<\/td>\n<\/tr>\n<tr>\n<td>Information seeking<\/td>\n<td>\u201cDoes anyone know if this is the latest data we have?\u201d<\/td>\n<td>Harmonizing<\/td>\n<td>\u201cActually, I think you\u2019re both saying pretty much the same thing.\u201d<\/td>\n<\/tr>\n<tr>\n<td>Information giving<\/td>\n<td>\u201cHere are latest numbers from.\u2026\u201d<\/td>\n<td>Tension relieving<\/td>\n<td>\u201cBefore we go on to the next section, how many people would like a pillow?\u201d<\/td>\n<\/tr>\n<tr>\n<td>Elaborating<\/td>\n<td>\u201cI think a good example of what you\u2019re talking about is.\u2026\u201d<\/td>\n<td>Confronting<\/td>\n<td>\u201cHow does that suggestion relate to the topic that we\u2019re discussing?\u201d<\/td>\n<\/tr>\n<tr>\n<td>Urging<\/td>\n<td>\u201cLet\u2019s try to finish this proposal before we adjourn.\u201d<\/td>\n<td>Energizing<\/td>\n<td>\u201cIt\u2019s been a long time since I\u2019ve had this many laughs at a meeting in <em class=\"emphasis\">this<\/em> department.\u201d<\/td>\n<\/tr>\n<tr>\n<td>Monitoring<\/td>\n<td>\u201cIf you\u2019ll take care of the first section, I\u2019ll make sure that we have the second by next week.\u201d<\/td>\n<td>Developing<\/td>\n<td>\u201cIf you need some help pulling the data together, let me know.\u201d<\/td>\n<\/tr>\n<tr>\n<td>Process analyzing<\/td>\n<td>\u201cWhat happened to the energy level in this room?\u201d<\/td>\n<td>Consensus building<\/td>\n<td>\u201cDo we agree on the first four points even if number five needs a little more work?\u201d<\/td>\n<\/tr>\n<tr>\n<td>Reality testing<\/td>\n<td>\u201cCan we make this work and stay within budget?\u201d<\/td>\n<td>Empathizing<\/td>\n<td>\u201cIt\u2019s not you. The numbers <em class=\"emphasis\">are<\/em> confusing.\u201d<\/td>\n<\/tr>\n<tr>\n<td>Enforcing<\/td>\n<td>\u201cWe\u2019re getting off track. Let\u2019s try to stay on topic.\u201d<\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td>Summarizing<\/td>\n<td>\u201cBefore we jump ahead, here\u2019s what we\u2019ve decided so far.\u201d<\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"copyright\">\n<p class=\"nonindent para\"><span style=\"font-family: Roboto, Helvetica, Arial, sans-serif;font-size: 1.2rem;font-weight: bold\">Task-Facilitating Roles<\/span><\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02_s01\">\n<p id=\"frank-ch08_s03_s02_s02_s01_p01\" class=\"nonindent para editable block\">Task-facilitating roles address challenge number one\u2014accomplishing the team goals. As you can see from <a class=\"xref\" href=\"#frank-ch08_s03_s02_s02_t01\">Table 7.2 \u201cRoles that Team Members Play\u201d<\/a>, such roles include not only providing information when someone else needs it but also asking for it when you need it. In addition, it includes <em class=\"emphasis\">monitoring<\/em> (checking on progress) and <em class=\"emphasis\">enforcing<\/em> (making sure that team decisions are carried out). Task facilitators are especially valuable when assignments aren\u2019t clear or when progress is too slow. Moreover, every team needs people who recognize when a little task facilitation is called for.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02_s02\">\n<h2 class=\"title editable block\">Relationship-Building Roles<\/h2>\n<p id=\"frank-ch08_s03_s02_s02_s02_p01\" class=\"nonindent para editable block\">When you challenge unmotivated behavior or help other team members understand their roles, you\u2019re performing a relationship-building role and addressing challenge number two\u2014maintaining or improving group cohesiveness. This type of role includes just about every activity that improves team \u201cchemistry,\u201d from <em class=\"emphasis\">confronting<\/em> to <em class=\"emphasis\">empathizing<\/em>.<\/p>\n<p id=\"frank-ch08_s03_s02_s02_s02_p02\" class=\"indent para editable block no-indent\">Bear in mind three points about this model of team-membership roles: (1) Teams are most effective when there\u2019s a good balance between task facilitation and relationship building; (2) it\u2019s hard for any given member to perform both types of roles, as some people are better at focusing on tasks and others on relationships; and (3) overplaying any facet of any role can easily become counterproductive. For example, <em class=\"emphasis\">elaborating<\/em> on something may not be the best strategy when the team needs to make a quick decision; and <em class=\"emphasis\">consensus building<\/em> may cause the team to overlook an important difference of opinion.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s02_s02_s03\">\n<h2 class=\"title editable block\">Blocking Roles<\/h2>\n<p id=\"frank-ch08_s03_s02_s02_s03_p01\" class=\"nonindent para editable block\">Finally, review <a class=\"xref\" href=\"#frank-ch08_s03_s02_s02_s03_t01\">Table 7.3 \u201cHow to Block Teamwork\u201d<\/a>, which summarizes a few characteristics of another kind of team-membership role. So-called blocking roles consist of behavior that inhibits either team performance or that of individual members. Every member of the team should know how to recognize blocking behavior. If teams don\u2019t confront dysfunctional members, they can destroy morale, hamper consensus building, create conflict, and hinder progress.<\/p>\n<div class=\"wp-nocaption\">\n<div class=\"table block caption\" id=\"frank-ch08_s03_s02_s02_s03_t01\">\n<h3 class=\"nonindent title\"><span class=\"title-prefix\">Table 7.3<\/span> How to Block Teamwork <a class=\"footnote\" title=\"Source: Adapted from David A. Whetten and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 519\u201320.\" id=\"return-footnote-235-34\" href=\"#footnote-235-34\" aria-label=\"Footnote 34\"><sup class=\"footnote\">[34]<\/sup><\/a><\/h3>\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Blocking Strategy<\/th>\n<th>Tactics<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Dominate<\/td>\n<td>Talk as much as possible; interrupt and interject<\/td>\n<\/tr>\n<tr>\n<td>Overanalyze<\/td>\n<td>Split hairs and belabor every detail<\/td>\n<\/tr>\n<tr>\n<td>Stall<\/td>\n<td>Frustrate efforts to come to conclusions: decline to agree, sidetrack the discussion, rehash old ideas<\/td>\n<\/tr>\n<tr>\n<td>Remain passive<\/td>\n<td>Stay on the fringe; keep interaction to a minimum; wait for others to take on work<\/td>\n<\/tr>\n<tr>\n<td>Overgeneralize<\/td>\n<td>Blow things out of proportion; float unfounded conclusions<\/td>\n<\/tr>\n<tr>\n<td>Find fault<\/td>\n<td>Criticize and withhold credit whenever possible<\/td>\n<\/tr>\n<tr>\n<td>Make premature decisions<\/td>\n<td>Rush to conclusions before goals are set, information is shared, or problems are clarified<\/td>\n<\/tr>\n<tr>\n<td>Present opinions as facts<\/td>\n<td>Refuse to seek factual support for ideas that you personally favor<\/td>\n<\/tr>\n<tr>\n<td>Reject<\/td>\n<td>Object to ideas offered by people who tend to disagree with you<\/td>\n<\/tr>\n<tr>\n<td>Pull rank<\/td>\n<td>Use status or title to push through ideas, rather than seek consensus on their value<\/td>\n<\/tr>\n<tr>\n<td>Resist<\/td>\n<td>Throw up roadblocks to progress; look on the negative side<\/td>\n<\/tr>\n<tr>\n<td>Deflect<\/td>\n<td>Refuse to stay on topic; focus on minor points rather than main points<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"copyright\">\n<p class=\"nonindent para\"><span style=\"font-family: Roboto, Helvetica, Arial, sans-serif;font-size: 1.2rem;font-weight: bold\">Class Team Projects<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s03\">\n<p id=\"frank-ch08_s03_s03_p01\" class=\"nonindent para editable block\">As we highlighted earlier, throughout your academic career you\u2019ll likely participate in a number of team projects. Not only will you make lasting friends by being a member of a team, but in addition you\u2019ll produce a better product. To get insider advice on how to survive team projects in college (and perhaps really enjoy yourself in the process), let\u2019s look at some suggestions offered by two students who have gone through this experience.<a class=\"footnote\" title=\"Nichols, H., \u201cTeamwork in School, Work and Life,\u201d iamnext.com, 2003, http:\/\/www.iamnext.com\/academics\/groupwork.html (accessed September 1, 2008).\" id=\"return-footnote-235-35\" href=\"#footnote-235-35\" aria-label=\"Footnote 35\"><sup class=\"footnote\">[35]<\/sup><\/a><a class=\"footnote\" title=\"Feenstra, K., \u201cStudy Skills: Team Work Skills for Group Projects,\u201d iamnext.com, 2002, http:\/\/www.iamnext.com\/academics\/grouproject.html (accessed October 11, 2011).\" id=\"return-footnote-235-36\" href=\"#footnote-235-36\" aria-label=\"Footnote 36\"><sup class=\"footnote\">[36]<\/sup><\/a><\/p>\n<ul id=\"frank-ch08_s03_s03_l01\" class=\"itemizedlist editable block\">\n<li><em class=\"emphasis\">Draw up a team charter<\/em>. At the beginning of the project, draw up a team charter (or contract) that includes the goals of the group; ways to ensure that each team member\u2019s ideas are considered and respected; when and where your group will meet; what happens if a team member skips meetings or doesn\u2019t do his or her share of the work; how conflicts will be resolved.<\/li>\n<li><em class=\"emphasis\">Contribute your ideas<\/em>. Share your ideas with your group; they might be valuable to the group. The worst that could happen is that they won\u2019t be used (which is what would happen if you kept quiet).<\/li>\n<li><em class=\"emphasis\">Never miss a meeting<\/em>. Pick a weekly meeting time and write it into your schedule as if it were a class. Never skip it. And make your meetings productive.<\/li>\n<li><em class=\"emphasis\">Be considerate of each other<\/em>. Be patient, listen to everyone, communicate frequently, involve everyone in decision making, don\u2019t think you\u2019re always right, be positive, avoid infighting, build trust.<\/li>\n<li><em class=\"emphasis\">Create a process for resolving conflict<\/em>. Do this before conflict arises. Set up rules to help the group decide whether the conflict is constructive, whether it\u2019s personal, or whether it arises because someone won\u2019t pull his or her weight. Decide, as a group, how conflict will be handled.<\/li>\n<li><em class=\"emphasis\">Use the strengths of each team member<\/em>. Some students are good researchers, others are good writers, others have strong problem-solving or computer skills, while others are good at generating ideas. Don\u2019t have your writer do the research and your researcher do the writing. Not only would the team not be using its resources wisely, but two team members will be frustrated because they\u2019re not using their strengths.<\/li>\n<li><em class=\"emphasis\">Don\u2019t do all the work yourself<\/em>. Work with your team to get the work done. The project output is not as important as the experience of working in a team.<\/li>\n<li><em class=\"emphasis\">Set deadlines<\/em>. Don\u2019t leave everything to the end; divide up tasks, hold team members accountable, and set intermediary deadlines for each team member to get his or her work done. Work together to be sure the project is in on time and in good shape.<\/li>\n<\/ul>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s03_s04\">\n<h2 class=\"title editable block\">What Does It Take to Lead a Team?<\/h2>\n<p id=\"frank-ch08_s03_s04_p01\" class=\"nonindent para editable block\">\u201cSome people are born leaders, some achieve leadership, and some have leadership thrust upon them.\u201d Or so Shakespeare might have said if he were managing a twenty-first-century work team instead of a sixteenth-century theater troupe. At some point in a successful career, whether in business, school, or any other form of organizational work, you may be asked (or assigned) to lead a team. The more successful you are, the more likely you are to receive such an invitation. So, what will you have to do as a leader? What skills will you need?<\/p>\n<p id=\"frank-ch08_s03_s04_p02\" class=\"indent para editable block no-indent\">Like so many of the questions that we ask in this book, these questions don\u2019t have any simple answers. As for the first question\u2014what does a leader have to do?\u2014we can provide one broad answer: A leader must help members develop the attitudes and behavior that contribute to team success: interdependence, collective responsibility, shared commitment, and so forth.<\/p>\n<div class=\"section\" id=\"frank-ch08_s03_s04_s01\">\n<h2 class=\"title editable block\">Influence Team Members and Gain their Trust<\/h2>\n<p id=\"frank-ch08_s03_s04_s01_p01\" class=\"nonindent para editable block\">Team leaders must be able to influence their team members. And notice that we say <em class=\"emphasis\">influence<\/em>: except in unusual circumstances, giving commands and controlling everything directly doesn\u2019t work very well.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.\" id=\"return-footnote-235-37\" href=\"#footnote-235-37\" aria-label=\"Footnote 37\"><sup class=\"footnote\">[37]<\/sup><\/a> As one team of researchers puts it, team leaders are more effective when they work <em class=\"emphasis\">with<\/em> members rather than <em class=\"emphasis\">on<\/em> them.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399.\" id=\"return-footnote-235-38\" href=\"#footnote-235-38\" aria-label=\"Footnote 38\"><sup class=\"footnote\">[38]<\/sup><\/a> Hand in hand with the ability to influence is the ability to gain and keep the <em class=\"emphasis\">trust<\/em> of team members. People aren\u2019t likely to be influenced by a leader whom they perceive as dishonest or selfishly motivated.<\/p>\n<h3>Figure 7.4 Team Leaders<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\">\n<div class=\"figure small editable block\" id=\"frank-ch08_s03_s04_s01_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.3.0-1024x662.jpg\" alt=\"A leader standing in front of her team\" class=\"aligncenter size-large wp-image-1404\" width=\"500\" \/><\/a><\/p>\n<\/div>\n<\/div>\n<p>Team leaders are most effective when they can not only influence members but also gain their trust.\u00a0<a href=\"https:\/\/pixabay.com\/en\/suit-leader-work-bank-economy-453476\"><\/a><a class=\"footnote\" title=\"Pixabay \u2013 CC0 Public Domain.\" id=\"return-footnote-235-39\" href=\"#footnote-235-39\" aria-label=\"Footnote 39\"><sup class=\"footnote\">[39]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s03_s04_s01_p02\" class=\"indent para editable block no-indent\">Assuming you were asked to lead a team, there are certain leadership skills and behaviors that would help you influence your team members and build trust. Let\u2019s look at seven of these:<\/p>\n<ul id=\"frank-ch08_s03_s04_s01_l01\" class=\"itemizedlist editable block\">\n<li><em class=\"emphasis\">Demonstrate integrity<\/em>. Do what you say you\u2019ll do, and act in accordance with your stated values. Be honest in communicating with members, and follow through on promises.<\/li>\n<li><em class=\"emphasis\">Be clear and consistent<\/em>. Let members know that you\u2019re certain about what you want, and remember that being clear and consistent reinforces your credibility.<\/li>\n<li><em class=\"emphasis\">Generate positive energy<\/em>. Be optimistic and compliment team members. Recognize their progress and success.<\/li>\n<li><em class=\"emphasis\">Acknowledge common points of view<\/em>. Even if you\u2019re about to propose some kind of change, before embarking on a new stage of a project recognize the value of the views that members already hold in common.<\/li>\n<li><em class=\"emphasis\">Manage agreement and disagreement<\/em>. When members agree with you, focus on your point of view and present it reasonably. When they disagree with you, acknowledge both sides of the issue and support your own with strong, clearly presented evidence.<\/li>\n<li><em class=\"emphasis\">Encourage and coach<\/em>. Buoy up members when they run into new and uncertain situations and when success depends on their performing at a high level. Give them the information they need and otherwise help them to perform tasks.<\/li>\n<li><em class=\"emphasis\">Share information<\/em>. Let members know that you\u2019re knowledgeable about team tasks and individual talents. Check with team members regularly to find out what they\u2019re doing and how the job is progressing. Collect information from outside sources, and make sure that it gets to the team members who need it.<\/li>\n<\/ul>\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s03_s04_s01_n01\">\n<h3 class=\"title\">Key Takeaways<\/h3>\n<ul id=\"frank-ch08_s03_s04_s01_l02\" class=\"itemizedlist\">\n<li>As the business world depends more and more on teamwork, it\u2019s increasingly important for incoming members of the workforce to develop skills and experience in team-based activities.<\/li>\n<li>\n<p class=\"nonindent para\">Every team requires some mixture of three skill sets:<\/p>\n<ol id=\"frank-ch08_s03_s04_s01_l03\" class=\"orderedlist\">\n<li><em class=\"emphasis\">Technical skills<\/em>: skills needed to perform specific tasks<\/li>\n<li><em class=\"emphasis\">Decision-making and problem-solving skills<\/em>: skills needed to identify problems, evaluate alternative solutions, and decide on the best options<\/li>\n<li><em class=\"emphasis\">Interpersonal skills<\/em>: skills in listening, providing feedback, and resolving conflict<\/li>\n<\/ol>\n<\/li>\n<li>Team members deal with two basic challenges: (1) accomplishing the team\u2019s assigned task and (2) maintaining or improving group cohesiveness.<\/li>\n<li><strong class=\"emphasis bold\">Task-facilitating roles<\/strong> address challenge number one\u2014accomplishing team tasks. <strong class=\"emphasis bold\">Relationship-building roles<\/strong> address challenge number two\u2014maintaining or improving group cohesiveness. <strong class=\"emphasis bold\">Blocking roles<\/strong> consist of behavior that inhibits either team performance or that of individual members.<\/li>\n<li>\n<p class=\"nonindent para\">The following are eight ways to add value to and survive team projects in college:<\/p>\n<ol id=\"frank-ch08_s03_s04_s01_l04\" class=\"orderedlist\">\n<li>Draw up a team charter.<\/li>\n<li>Contribute your ideas.<\/li>\n<li>Never miss a meeting.<\/li>\n<li>Be considerate of each other.<\/li>\n<li>Create a process for resolving conflict.<\/li>\n<li>Use the strengths of each team member.<\/li>\n<li>Don\u2019t do all the work yourself.<\/li>\n<li>Set deadlines.<\/li>\n<\/ol>\n<\/li>\n<li>\n<p class=\"nonindent para\">The following are seven types of skills and behaviors that help team leaders influence their members and gain their trust:<\/p>\n<ol id=\"frank-ch08_s03_s04_s01_l05\" class=\"orderedlist\">\n<li>Demonstrating integrity<\/li>\n<li>Being clear and consistent<\/li>\n<li>Generating positive energy<\/li>\n<li>Acknowledging common points of view<\/li>\n<li>Managing agreement and disagreement<\/li>\n<li>Encouraging and coaching<\/li>\n<li>Sharing information<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s03_s04_s01_n02\">\n<h3 class=\"title\">Exercise<\/h3>\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\n<p id=\"frank-ch08_s03_s04_s01_p03\" class=\"indent para\">One student, a veteran of team-based assignments, has some good advice to offer students who are following in her footsteps. Don\u2019t start, she advises, until you\u2019ve drawn up a <em class=\"emphasis\">team charter<\/em>. This charter (or contract) should include the following: the goals of the group; information on meeting times and places; ways to ensure that each member\u2019s ideas are considered and respected; methods for resolving conflicts; a \u201ckick-out\u201d clause\u2014a statement of what will happen if a team member skips meetings or fails to do his or her share of the work.<a class=\"footnote\" title=\"Feenstra, K., \u201cStudy Skills: Team Work Skills for Group Projects,\u201d iamnext.com, 2002, http:\/\/www.iamnext.com\/academics\/grouproject.html (accessed October 11, 2011).\" id=\"return-footnote-235-40\" href=\"#footnote-235-40\" aria-label=\"Footnote 40\"><sup class=\"footnote\">[40]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s03_s04_s01_p04\" class=\"indent para\">Now assume that you\u2019ve just been assigned to a team in one of your classes. Prepare a first-draft charter in which you spell out rules of conduct for the team and its members.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"chapter-title-wrap\">\n<h1><\/h1>\n<h1 class=\"chapter-title\" style=\"text-align: center\">The Business of Communication<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s04_n01\">\n<h3 class=\"title\">Learning Objectives<\/h3>\n<ol id=\"frank-ch08_s04_l01\" class=\"orderedlist\">\n<li>Discuss the role of communication in the design of the RAZR cell phone.<\/li>\n<li>Define <em class=\"emphasis\">communication<\/em> and discuss the ways in which organizations benefit from effective communication.<\/li>\n<\/ol>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s04_s01\">\n<h2 class=\"title editable block\">Communication by Design<\/h2>\n<p id=\"frank-ch08_s04_s01_p01\" class=\"nonindent para editable block\">As the chief designer assigned to the \u201cthin-clam\u201d team at Motorola, Chris Arnholt was responsible for some of the phone\u2019s distinctive physical features, including its sleek aluminum finish and backlit keyboard. In fact, it was he who pushed the company\u2019s engineers and marketers to buck an industry trend toward phones that were getting fatter because of many add-ons such as cameras and stereo speakers. For Arnholt had a vision. He called it \u201crich minimalism,\u201d and his goal was to help the Motorola cell phone team realize a product that embodied that profile.<\/p>\n<p id=\"frank-ch08_s04_s01_p02\" class=\"indent para editable block no-indent\">But what exactly did Arnholt mean by rich minimalism? \u201cSometimes,\u201d he admits, \u201cmy ideas are tough to communicate,\u201d but as a veteran in his field, he also understands that \u201cdesign is really about communication\u201d.<a class=\"footnote\" title=\"Lashinsky, A., \u201cRAZR\u2019s Edge,\u201d Fortune, CNNMoney.com, June 1, 2006, http:\/\/money.cnn.com\/magazines\/fortune\/fortune_archive\/2006\/06\/12\/8379239\/index.htm (accessed August 22, 2008)\" id=\"return-footnote-235-41\" href=\"#footnote-235-41\" aria-label=\"Footnote 41\"><sup class=\"footnote\">[41]<\/sup><\/a><a class=\"footnote\" title=\"Anthony, S. D., \u201cMotorola\u2019s Bet on the RAZR\u2019s Edge,\u201d HBS Working Knowledge, September 12, 2005, http:\/\/hbswk.hbs.edu\/archive\/4992.html (accessed October 11, 2011).\" id=\"return-footnote-235-42\" href=\"#footnote-235-42\" aria-label=\"Footnote 42\"><sup class=\"footnote\">[42]<\/sup><\/a> His chief (and ongoing) task, then, was communicating to the cell phone team what he meant by rich minimalism. Ultimately, of course, he had to show them what rich minimalism looked like when it appeared in tangible form in a fashionable new cell phone. In the process, he also had to be sure that the cell phone included certain key benefits that prospective consumers would want. As always, the physical design of the finished product had to be right for its intended market.<\/p>\n<p id=\"frank-ch08_s04_s01_p03\" class=\"indent para editable block no-indent\">We\u2019ll have much more to say about the process of developing new products in <a class=\"xref\" href=\"https:\/\/umn.pressbooks.network\/exploringbusiness\/?p=818\">Chapter 10 \u201cProduct Design and Development\u201d<\/a>. Here, however, let\u2019s simply highlight two points about the way successful companies approach the challenges of new-product design and development (which you will likely recognize from reading the first part of this chapter):<\/p>\n<ol id=\"frank-ch08_s04_s01_l01\" class=\"orderedlist editable block\">\n<li>In contributing to the new-product design and development process, industrial designers like Chris Arnholt must effectively communicate both ideas and practical specifications.<\/li>\n<li>The design and development process usually succeeds only when the assigned team integrates input from every relevant area of the organization.<a class=\"footnote\" title=\"Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173.\" id=\"return-footnote-235-43\" href=\"#footnote-235-43\" aria-label=\"Footnote 43\"><sup class=\"footnote\">[43]<\/sup><\/a><\/li>\n<\/ol>\n<p id=\"frank-ch08_s04_s01_p04\" class=\"indent para editable block no-indent\">The common denominator in both facets of the process is effective communication. The designer, for example, must communicate not only his vision of the product but also certain specifications for turning it into something concrete. Chris Arnholt sculpted models out of cornstarch and then took them home at night to refashion them according to suggestions made by the product team. Then he\u2019d put his newest ideas on paper and hand the drawings over to another member of his design team, who\u2019d turn them into 3D computer graphics from which other specialists would build plastic models. Without effective communication at every step in this process, it isn\u2019t likely that a group of people with different skills would produce plastic models bearing a practical resemblance to Arnholt\u2019s original drawings. On top of everything else, Arnholt\u2019s responsibility as chief designer required him to communicate his ideas not only about the product\u2019s visual and physical features but also about the production processes and manufacturing requirements for building it.<a class=\"footnote\" title=\"(ISDA) Industrial Designers Society of America (IDSA), \u201cAbout ID,\u201d IDSA, http:\/\/www.idsa.org\/absolutenm\/templates\/?a=89&amp;z=23 (accessed September 4, 2008).\" id=\"return-footnote-235-44\" href=\"#footnote-235-44\" aria-label=\"Footnote 44\"><sup class=\"footnote\">[44]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s04_s01_p05\" class=\"indent para editable block no-indent\">Thus Arnholt\u2019s job\u2014which is to say, his responsibility on the cell phone team\u2014meant that he had to do a lot more than merely design the product. Strictly speaking, the designer\u2019s function is to understand a product from the consumer\u2019s point of view; develop this understanding into a set of ideas and specifications that will satisfy not only consumer needs but producer requirements; and make recommendations through drawings, models, and verbal communications (IDSA, 2008). Even our condensed version of the RAZR story, however, indicates that Arnholt\u2019s job was far broader. Why? Because new-product design is an integrative process: contributions must come from all functions within an organization, including <em class=\"emphasis\">operations<\/em> (which includes research and development, engineering and manufacturing), <em class=\"emphasis\">marketing<\/em>, <em class=\"emphasis\">management<\/em>, <em class=\"emphasis\">finance<\/em>, and <em class=\"emphasis\">accounting.<a class=\"footnote\" title=\"Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173.\" id=\"return-footnote-235-45\" href=\"#footnote-235-45\" aria-label=\"Footnote 45\"><sup class=\"footnote\">[45]<\/sup><\/a><\/em><\/p>\n<p id=\"frank-ch08_s04_s01_p06\" class=\"indent para editable block no-indent\">Our version of the RAZR story has emphasized operations (which includes research and development, engineering, and manufacturing) and touched on the role of marketing (which collects data about consumer needs). Remember, though, that members from several areas of management were recruited for the team. Because the project required considerable investment of Motorola\u2019s capital, finance was certainly involved, and the decision to increase production in late 2004 was based on numbers crunched by the accounting department. At every step, Arnholt\u2019s drawings, specs, and recommendations reflected his collaboration with people from all these functional areas.<\/p>\n<h3>Figure 7.5 Motorola Razor<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 380px\" id=\"frank-ch08_s04_s01_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.4.0.jpg\" alt=\"A man texting on a Motorola V3i\" class=\"aligncenter size-full wp-image-1406\" width=\"380\" \/><\/a><\/p>\n<\/div>\n<p>The explosion of text messaging has changed the way people use their cell phones and created new design needs for manufacturers like Motorola.\u00a0<a class=\"footnote\" title=\"Adrian Black \u2013 Motorola V3i Open \u2013 CC BY-NC 2.0.\" id=\"return-footnote-235-46\" href=\"#footnote-235-46\" aria-label=\"Footnote 46\"><sup class=\"footnote\">[46]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s04_s01_p07\" class=\"indent para editable block no-indent\">What all this interactivity amounts to is <em class=\"emphasis\">communication.<\/em><a class=\"footnote\" title=\"Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173.\" id=\"return-footnote-235-47\" href=\"#footnote-235-47\" aria-label=\"Footnote 47\"><sup class=\"footnote\">[47]<\/sup><\/a> As for what Arnholt meant by rich minimalism, you\u2019ll need to take a look at the picture of the RAZR at the beginning of the chapter. Among other things, it means a blue electroluminescent panel and a 22 kHz polyphonic speaker.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s04_s02\">\n<h2 class=\"title editable block\">What Is Communication?<\/h2>\n<p id=\"frank-ch08_s04_s02_p01\" class=\"nonindent para editable block\">Let\u2019s start with a basic (and quite practical) definition of <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_235_1379\"><strong>communication<\/strong><\/a> as the process of transferring information from a sender to a receiver. When you call up a classmate to inform him that your Introduction to Financial Accounting class has been canceled, you\u2019re sending information and your classmate is receiving it. When you go to your professor\u2019s Web site to find out the assignment for the next class, your professor is sending information and you\u2019re receiving it. When your boss e-mails you the data you need to complete a sales report and tells you to e-mail the report back to her by 4 o\u2019clock, your boss is sending information and, once again, you\u2019re receiving it; later in the day, the situation will be reversed.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s04_s03\">\n<h2 class=\"title editable block\">Your Ticket In (or Out)<\/h2>\n<p id=\"frank-ch08_s04_s03_p01\" class=\"nonindent para editable block\">Obviously, you participate in dozens of \u201cinformational transfers\u201d every day. (In fact, they take up about 70 percent of your waking hours\u201480 percent if you have some sort of managerial position.<a class=\"footnote\" title=\"Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 368.\" id=\"return-footnote-235-48\" href=\"#footnote-235-48\" aria-label=\"Footnote 48\"><sup class=\"footnote\">[48]<\/sup><\/a><a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 243.\" id=\"return-footnote-235-49\" href=\"#footnote-235-49\" aria-label=\"Footnote 49\"><sup class=\"footnote\">[49]<\/sup><\/a> In any case, it wouldn\u2019t make much sense for us to pursue the topic much further without assuming that you\u2019ve gained <em class=\"emphasis\">some<\/em> experience and mastered <em class=\"emphasis\">some<\/em> skills in the task of communicating. At the same time, though, we\u2019ll also venture to guess that you\u2019re much more comfortable having casual conversations with friends than writing class assignments or giving speeches in front of classmates. That\u2019s why we\u2019re going to resort to the same plain terms that we used when we discussed the likelihood of your needing teamwork skills in an organizational setting: The question is not whether you\u2019ll need communication skills (both written and verbal). You will. The question is whether you\u2019ll develop the skills to communicate effectively in a variety of organizational situations.<\/p>\n<p id=\"frank-ch08_s04_s03_p02\" class=\"indent para editable block no-indent\">Once again, the numbers back us up. In a recent survey by the Association of Colleges and Employers, the ability to communicate well topped the list of skills that business recruiters want in potential hires.<a class=\"footnote\" title=\"National Association of Colleges and Employers, \u201c2006 Job Outlook,\u201d NACEWeb, 2007, http:\/\/www.naceweb.org (accessed October 11, 2011).\" id=\"return-footnote-235-50\" href=\"#footnote-235-50\" aria-label=\"Footnote 50\"><sup class=\"footnote\">[50]<\/sup><\/a> A College Board survey of 120 major U.S. companies concludes that writing is a \u201cthreshold skill\u201d for both employment and promotion. \u201cIn most cases,\u201d volunteered one human resources director, \u201cwriting ability could be your ticket in\u2014or your ticket out.\u201d Applicants and employees who can\u2019t write and communicate clearly, says the final report, \u201cwill not be hired and are unlikely to last long enough to be considered for promotion\u201d.<a class=\"footnote\" title=\"College Board, \u201cWriting: A Ticket to Work\u2026or a Ticket Out: A Survey of Business Leaders,\u201d Report of the National Commission on Writing, September 2004, http:\/\/www.writingcommission.org\/prod_downloads\/writingcom\/writing-ticket-to-work.pdf (accessed October 11, 2011).\" id=\"return-footnote-235-51\" href=\"#footnote-235-51\" aria-label=\"Footnote 51\"><sup class=\"footnote\">[51]<\/sup><\/a><\/p>\n<div class=\"section\" id=\"frank-ch08_s04_s03_s01\">\n<h2 class=\"title editable block\">Why Are Communication Skills Important?<\/h2>\n<p id=\"frank-ch08_s04_s03_s01_p01\" class=\"nonindent para editable block\">They\u2019re important to you because they\u2019re important to prospective employers. And why do employers consider communication skills so important? Because they\u2019re good for business. Research shows that businesses benefit in several ways when they\u2019re able to foster effective communication among employees:<a class=\"footnote\" title=\"Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4.\" id=\"return-footnote-235-52\" href=\"#footnote-235-52\" aria-label=\"Footnote 52\"><sup class=\"footnote\">[52]<\/sup><\/a><a class=\"footnote\" title=\"Carr, N., \u201cLessons in Corporate Blogging,\u201d Business Week, July 18, 2006, 9.\" id=\"return-footnote-235-53\" href=\"#footnote-235-53\" aria-label=\"Footnote 53\"><sup class=\"footnote\">[53]<\/sup><\/a><\/p>\n<ul id=\"frank-ch08_s04_s03_s01_l01\" class=\"itemizedlist editable block\">\n<li>Decisions are more convincing and certain, and problem solving is faster.<\/li>\n<li>Warning signs of potential problems appear earlier.<\/li>\n<li>Workflow moves more smoothly and productivity increases.<\/li>\n<li>Business relationships are stronger.<\/li>\n<li>Marketing messages are more persuasive.<\/li>\n<li>The company\u2019s professional image is enhanced.<\/li>\n<li>Employee satisfaction goes up and turnover goes down.<\/li>\n<li>The firm and its investors enjoy better financial results.<\/li>\n<\/ul>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s04_s03_s02\">\n<h2 class=\"title editable block\">What Skills Are Important?<\/h2>\n<p id=\"frank-ch08_s04_s03_s02_p01\" class=\"nonindent para editable block\"><a class=\"xref\" href=\"#frank-ch08_s04_s03_s02_f01\">Figure 7.6 \u201cRequired Skills\u201d<\/a> reveals some further findings of the College Board survey that we mentioned previously\u2014namely, the percentage of companies that identified certain communication skills as being \u201cfrequently\u201d or \u201calmost always\u201d necessary in their workplaces. As you can see, ability in using e-mail is a nearly universal requirement (and in many cases this includes the ability to adapt messages to different receivers or compose persuasive messages when necessary). The ability to make presentations (with visuals) also ranks highly.<\/p>\n<h3 class=\"nonindent para editable block\">Figure 7.6 Required Skills<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s04_s03_s02_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/c1825ad67eb5eefaec94d0550680a628.jpg\" alt=\"Required Skills: E-mail, Presentations with visuals, Technical reports, Formal reports, Memos\/correspondence, and Presentations without visuals\" style=\"max-width: 497px\" \/><br \/>\n<\/a><\/p>\n<\/div>\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s04_s03_s02_n01\">\n<h3 class=\"title\">Key Takeaways<\/h3>\n<ul id=\"frank-ch08_s04_s03_s02_l01\" class=\"itemizedlist\">\n<li>\n<p class=\"nonindent para\">Effective communication is needed in several facets of the new-product design and development process:<\/p>\n<ol id=\"frank-ch08_s04_s03_s02_l02\" class=\"orderedlist\">\n<li>Designers must effectively communicate both ideas and practical specifications.<\/li>\n<li>The process usually succeeds only when the assigned team integrates input from every relevant area of the organization.<\/li>\n<\/ol>\n<\/li>\n<li><strong class=\"emphasis bold\">Communication<\/strong> is the process of transferring information from a sender to a receiver.<\/li>\n<li>\n<p class=\"nonindent para\">Businesses benefit in several ways when they\u2019re able to foster effective communication among employees:<\/p>\n<ol id=\"frank-ch08_s04_s03_s02_l03\" class=\"orderedlist\">\n<li>Decisions are more assured and cogent, and problem solving is faster.<\/li>\n<li>Warning signs of potential problems appear earlier.<\/li>\n<li>Workflow moves more smoothly and productivity increases.<\/li>\n<li>Business relationships are stronger.<\/li>\n<li>Marketing messages are more persuasive.<\/li>\n<li>The company\u2019s professional image is enhanced.<\/li>\n<li>Employee satisfaction goes up and turnover goes down.<\/li>\n<li>The firm and its investors enjoy better financial results.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s04_s03_s02_n02\">\n<h3 class=\"title\">Exercise<\/h3>\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\n<p id=\"frank-ch08_s04_s03_s02_p02\" class=\"indent para\">Pick a company you\u2019re interested in working for when you graduate from college. For this company, identify the following:<\/p>\n<ol id=\"frank-ch08_s04_s03_s02_l04\" class=\"orderedlist\">\n<li>A starting position you\u2019d like to obtain on graduation<\/li>\n<li>A higher-level position you\u2019d like to be promoted to in five years.<\/li>\n<\/ol>\n<p id=\"frank-ch08_s04_s03_s02_p03\" class=\"indent para\">For each of these positions, describe the skills needed to get the job and those needed to be successful in the position.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"chapter-title-wrap\">\n<h1 class=\"chapter-title\" style=\"text-align: center\">Communication Channels<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s05_n01\">\n<h3 class=\"title\">Learning Objectives<\/h3>\n<ol id=\"frank-ch08_s05_l01\" class=\"orderedlist\">\n<li>Discuss the nature of communications in an organizational setting, including communication flows, channels, and networks.<\/li>\n<li>Explain barriers to communication, and discuss the most common types of barriers to group communication.<\/li>\n<\/ol>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s01\">\n<h2 class=\"title editable block\">What Is <em class=\"emphasis\">Organizational<\/em> Communication?<\/h2>\n<p id=\"frank-ch08_s05_s01_p01\" class=\"nonindent para editable block\">Clearly, the task of preparing and submitting a finished sales report doesn\u2019t require the same kinds of communication skills as talking on the phone with a classmate. No matter what your \u201cworkstation\u201d happens to be\u2014whether your workplace office or your kitchen table\u2014you\u2019re performing the task of preparing that sales report in an <em class=\"emphasis\">organizational setting<\/em>. You\u2019re still a sender transferring information to a receiver, but the organizational context of the task requires you to consider different factors for success in communicating effectively (including barriers to success). A report, for example, must be targeted for someone in a specific position and must contain the information necessary to make a specific set of decisions.<a class=\"footnote\" title=\"Netzley, M., and Craig Snow, Guide to Report Writing (Upper Saddle River, NJ: Prentice Hall, 2002), 3\u201321.\" id=\"return-footnote-235-54\" href=\"#footnote-235-54\" aria-label=\"Footnote 54\"><sup class=\"footnote\">[54]<\/sup><\/a><\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s02\">\n<h2 class=\"title editable block\">Communication Flows<\/h2>\n<p id=\"frank-ch08_s05_s02_p01\" class=\"nonindent para editable block\">Here\u2019s another way of thinking about communication in an organizational setting. Let\u2019s assume that you and the classmate you called on the phone are on roughly equal footing\u2014you\u2019re both juniors, your grades in the class are about the same, and so forth. Your phone conversation, therefore, is \u201clateral\u201d: You belong to the same group (your accounting class), and your group activities take place on the same level.<\/p>\n<p id=\"frank-ch08_s05_s02_p02\" class=\"indent para editable block no-indent\">Communication may also flow laterally in organizational settings (as it does between you and your classmate), but more often it flows up or down. Take a look at <a class=\"xref\" href=\"#frank-ch08_s05_s02_f01\">Figure 7.7 \u201cFormal Communication Flows\u201d<\/a>. As you can see, we\u2019ve added a few lines to show the three directions in which communications can flow in a typical organization:<a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.\" id=\"return-footnote-235-55\" href=\"#footnote-235-55\" aria-label=\"Footnote 55\"><sup class=\"footnote\">[55]<\/sup><\/a>:<\/p>\n<ul id=\"frank-ch08_s05_s02_l01\" class=\"itemizedlist editable block\">\n<li>As the term suggests, downward communication flows from higher organizational levels (supervisors) to lower organizational levels (subordinates).<\/li>\n<li>Upward communication flows from lower to higher organizational levels.<\/li>\n<li>Lateral (or horizontal) communication flows across the organization, among personnel on the same level.<\/li>\n<\/ul>\n<p id=\"frank-ch08_s05_s02_p03\" class=\"indent para editable block no-indent\">Your boss\u2019s request for a sales report is an instance of downward communication, and when you\u2019ve finished and submitted it, you will have completed a task of upward communication.<\/p>\n<h3 class=\"indent para editable block\">Figure 7.7 Formal Communication Flows<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 497px\">\n<div class=\"figure full editable block\" id=\"frank-ch08_s05_s02_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/fc85b80eda6582d10a3080f8fb377dec.jpg\" alt=\"Formal Communication Flows from the owner-president to managers to supervisors to staff style=\" \/><br \/>\n<\/a><\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s02_s01\">\n<h2 class=\"title editable block\">Advantages of Communication Flows<\/h2>\n<p id=\"frank-ch08_s05_s02_s01_p01\" class=\"nonindent para editable block\">Naturally, each of these different directional flows has its functions and advantages. Downward communication, for example, is appropriate for giving instructions or directions\u2014telling people what to do. (As a goal of communication, by the way, giving orders isn\u2019t as one-sided as it may seem. One of the things that employees\u2014the receivers\u2014most want to know is: What, exactly, does my job entail?)<a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.\" id=\"return-footnote-235-56\" href=\"#footnote-235-56\" aria-label=\"Footnote 56\"><sup class=\"footnote\">[56]<\/sup><\/a> Like a sales report, upward communication usually provides managers with information that they need for making decisions, but it\u2019s also the vehicle for new ideas, suggestions, and complaints. Horizontal communication supports efforts to coordinate tasks and otherwise help people work together.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s02_s02\">\n<h2 class=\"title editable block\">Disadvantages of Communication Flows<\/h2>\n<p id=\"frank-ch08_s05_s02_s02_p01\" class=\"nonindent para editable block\">And, of course, each type of flow has its disadvantages. As information seeps downward, for instance, it tends to lose some of its original clarity and often becomes distorted or downright wrong. (This is especially true when it\u2019s delivered orally.) In addition, unlike Donald Trump, most people who are responsible for using downward communication don\u2019t like delivering bad news (such as \u201cYou\u2019re fired\u201d or, more commonly, \u201cYour job is being phased out\u201d); as a result, bad news\u2014including bad news that happens to be important news\u2014is often ignored or disguised. The same thing may happen when bad news\u2014say, a negative status report\u2014must be sent upward.<\/p>\n<p id=\"frank-ch08_s05_s02_s02_p02\" class=\"indent para editable block no-indent\">Finally, while horizontal flows are valuable for promoting cooperation, they can also be used to engage in conflict\u2014for instance, between two departments competing for the same organizational resources. The problem is especially bad when such horizontal communications breach official upward or downward lines of communication, thus bypassing managers who might be able to resolve the conflict.<\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s03\">\n<h2 class=\"title editable block\">Channels of Communication<\/h2>\n<p id=\"frank-ch08_s05_s03_p01\" class=\"nonindent para editable block\"><a class=\"xref\" href=\"#frank-ch08_s05_s03_f01\">Figure 7.8 \u201cChannels of Communication\u201d<\/a> summarizes two additional sets of characteristics of organizational communication\u2014<em class=\"emphasis\">internal and external channels<\/em> and <em class=\"emphasis\">formal and informal<\/em> channels.<a class=\"footnote\" title=\"Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4\u20136.\" id=\"return-footnote-235-57\" href=\"#footnote-235-57\" aria-label=\"Footnote 57\"><sup class=\"footnote\">[57]<\/sup><\/a> Internal communication is shared by people at all levels within a company. External communication occurs between parties inside a company and parties outside the company, such as suppliers, customers, and investors. Both internal and external forms of communication include everything from formal e-mail and official reports to face-to-face conversations and casual phone calls. External communication also takes such forms as customer and supplier Web sites, news releases, and advertising.<\/p>\n<table>\n<tbody>\n<tr>\n<th>FORMAL<\/th>\n<td><b>Planned communications following the company\u2019s chain of command among people inside the organization<\/b> \u2014 <em>e-mail, memos, conference calls, reports, presentations, executive blogs<\/em><\/td>\n<td><b>Planned communications with people outside the organization<\/b> \u2014 <em>letters, instant messages, reports, speeches, news releases, advertising, Web sites executive blogs<\/em><\/td>\n<\/tr>\n<tr>\n<th>INFORMAL<\/th>\n<td><b>Casual communications among employees that do not follow the company\u2019s chain of command<\/b> \u2014 <em>e-mail, instant messages, phone calls, face-to-face conversations, team blogs<\/em><\/td>\n<td><b>Casual communications with outsiders (e.g., suppliers, customers, investors)<\/b> \u2014 <em>e-mail, instant messages, phone calls, face-to-face conversations, customer-support blogs<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p id=\"frank-ch08_s05_s03_p02\" class=\"indent para editable block no-indent\">Note that <a class=\"xref\" href=\"#frank-ch08_s05_s03_f01\">Figure 7.8 \u201cChannels of Communication\u201d<\/a> takes the form of a grid, thus creating four dimensions in which communication can take place. Informal communication, for example, can take place either among people within the company (internally) or between insiders and outsiders (externally). By and large, though you can use the same set of tools (memos, reports, phone calls) to communicate in any of these four situations, some tools (team blogs, news releases, supplier Web sites) are useful only in one or two.<\/p>\n<div class=\"section\" id=\"frank-ch08_s05_s03_s01\">\n<h2 class=\"title editable block\">The Formal Communication Network<\/h2>\n<p id=\"frank-ch08_s05_s03_s01_p01\" class=\"nonindent para editable block\">An organization\u2019s formal communication network consists of all communications that flow along its official lines of authority. Look again at <a class=\"xref\" href=\"#frank-ch08_s05_s02_f01\">Figure 7.7 \u201cFormal Communication Flows\u201d<\/a>. Because it incorporates the <em class=\"emphasis\">organization chart<\/em> for Notes-4-You, it shows the company\u2019s lines of authority\u2014what we called <em class=\"emphasis\">reporting relationships<\/em>. Here we can see that the reporting relationships in question consist of <em class=\"emphasis\">upward communication<\/em> from subordinates to superiors. In reporting to the operations manager, for example, the notetakers\u2019 supervisor communicates upward. Conversely, when the notetakers\u2019 manager needs to give direction to notetakers, she will use <em class=\"emphasis\">downward communication<\/em>. If the notetakers\u2019 manager and the copiers\u2019 manager must get together to prepare a joint report for the operations manager, they\u2019ll engage in <em class=\"emphasis\">lateral communication<\/em>. In short, an organization\u2019s formal communication network is basically the same thing as its network of reporting relationships and lines of authority.<a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.\" id=\"return-footnote-235-58\" href=\"#footnote-235-58\" aria-label=\"Footnote 58\"><sup class=\"footnote\">[58]<\/sup><\/a><\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s03_s02\">\n<h2 class=\"title editable block\">The Informal Communication Network<\/h2>\n<p id=\"frank-ch08_s05_s03_s02_p01\" class=\"nonindent para editable block\">Every company also has an <span class=\"margin_term\"><a class=\"glossterm\">informal communication network (or grapevine)<\/a><\/span>, which goes to work whenever two or more employees get together and start talking about the company and their jobs. Informal communication can take place just about anywhere (in one person\u2019s cubicle, in the cafeteria, on the golf course) and by just about any means (phone, e-mail, instant messaging, face-to-face conversation).<\/p>\n<p id=\"frank-ch08_s05_s03_s02_p02\" class=\"indent para editable block no-indent\">Though it\u2019s sometimes called the <em class=\"emphasis\">grapevine<\/em>, an informal network is an extremely important communication channel. Why? For the simple reason that it\u2019s typically widespread and can rarely be prevented, even if it\u2019s not officially sanctioned by the company\u2014indeed, even when the company tries to discourage or bypass it. Unofficial information crosses virtually every boundary drawn by a firm\u2019s organization chart, reaching out and touching everyone in the organization, and what\u2019s more, it travels a lot faster than official information.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s03_s03\">\n<p class=\"title editable block no-indent\">Problems with the Flow of Information through Informal Channels<\/p>\n<p id=\"frank-ch08_s05_s03_s03_p01\" class=\"nonindent para editable block no-indent\">The downside of \u201cunofficial\u201d information should be obvious. Because much of it is communicated orally, it\u2019s likely to get distorted and often degenerates into outright misinformation. Say, for example, that a rumor about layoffs gets started in your workplace. As more than one manager will verify, such rumors can do more damage than the reality. Morale may plummet and productivity won\u2019t be far behind. Valuable employees may abandon ship (needlessly, if the rumors are false).<a class=\"footnote\" title=\"Watson, S. A., \u201cSharing Info and Defusing Rumors Helps Keep Staff Motivated During Layoffs,\u201d ZDNet, July 29, 2003, http:\/\/www.zdnetasia.com\/sharing-info-and-defusing-rumors-helps-keep-staff-motivated-during-layoffs-39140816.htm (accessed October 11, 2011).\" id=\"return-footnote-235-59\" href=\"#footnote-235-59\" aria-label=\"Footnote 59\"><sup class=\"footnote\">[59]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s05_s03_s03_p02\" class=\"indent para editable block no-indent\">And imagine what can happen if informal information gets outside the organization. In the 1970s, Chicago-area McDonald\u2019s outlets found themselves fighting rumors about worms in their hamburgers. Over the years, Coca-Cola has had to fight rumors about terrorists joining its organization, subversive messages concealed in its label, and hyperacidity (false rumors that Coke causes osteoporosis and makes a good pesticide and an equally good spermicide).<a class=\"footnote\" title=\"Kimmel, A. J., Rumors and Rumor Control (Mahwah, NJ: Erlbaum, 2004), http:\/\/books.google.com\/books?id=a0FZz3Jq8lIC&amp;pg=PA64&amp;lpg=PA64&amp;dq=rumors+about+Coke&amp;source=web &amp;ots=wtBktafiKZ&amp;sig=HbsDm2Byd0ZPkZH2YUWITwWTDac&amp;hl=en&amp;sa=X&amp;oi=book_ result&amp;resnum=6&amp;ct=result (accessed October 11, 2011).\" id=\"return-footnote-235-60\" href=\"#footnote-235-60\" aria-label=\"Footnote 60\"><sup class=\"footnote\">[60]<\/sup><\/a><a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.\" id=\"return-footnote-235-61\" href=\"#footnote-235-61\" aria-label=\"Footnote 61\"><sup class=\"footnote\">[61]<\/sup><\/a><\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s03_s04\">\n<h2 class=\"title editable block\">What to Do about Informal Information Flows<\/h2>\n<p id=\"frank-ch08_s05_s03_s04_p01\" class=\"nonindent para editable block\">On the upside, savvy managers can tap into the informal network, either to find out what sort of information is influencing employee activities or to circulate more meaningful information, including new ideas as well as corrective information. In any case, managers have to deal with the grapevine, and one manager has compiled a list of suggestions for doing so effectively:<a class=\"footnote\" title=\"McConnell, C. R., \u201cControlling the Grapevine,\u201d Small Business Toolbox, June 18, 2008, http:\/\/www.nfib.com\/object\/IO_37650?_templateId=315 (accessed September 6, 2008).\" id=\"return-footnote-235-62\" href=\"#footnote-235-62\" aria-label=\"Footnote 62\"><sup class=\"footnote\">[62]<\/sup><\/a><\/p>\n<ul id=\"frank-ch08_s05_s03_s04_l01\" class=\"itemizedlist editable block\">\n<li><em class=\"emphasis\">Learn to live with it<\/em>. It\u2019s here to stay.<\/li>\n<li><em class=\"emphasis\">Tune into it<\/em>. Pay attention to the information that\u2019s circulating and try to learn something from it. Remember: The more you know about grapevine information, the better you can interact with employees (who, in turn, will probably come to regard you as someone who keeps in touch with the things that concern them).<\/li>\n<li><em class=\"emphasis\">Don\u2019t participate in rumors<\/em>. Resist the temptation to add your two cents\u2019 worth, and don\u2019t make matters worse.<\/li>\n<li><em class=\"emphasis\">Check out what you hear<\/em>. Because it\u2019s your job to replace bad information with good information, you need to find out what\u2019s really going on.<\/li>\n<li><em class=\"emphasis\">Take advantage of the grapevine<\/em>. Its only function is to carry information, so there\u2019s no reason why you can\u2019t pump some useful information through it.<\/li>\n<\/ul>\n<p id=\"frank-ch08_s05_s03_s04_p02\" class=\"indent para editable block no-indent\">Perhaps most importantly, when alert managers notice that the grapevine is particularly active, they tend to reach a sensible twofold conclusion:<\/p>\n<ol id=\"frank-ch08_s05_s03_s04_l02\" class=\"orderedlist editable block\">\n<li>The organization\u2019s formal lines of communication aren\u2019t working as well as they should be.<\/li>\n<li>The best way to minimize informal communication and its potential damage is to provide better formal communication from the outset\u2014or, failing that, to provide whatever formal communication will counteract misinformation as thoroughly as possible.<\/li>\n<\/ol>\n<p id=\"frank-ch08_s05_s03_s04_p03\" class=\"indent para editable block no-indent\">Let\u2019s go back to our example of a workplace overwhelmed by layoff rumors. In a practical sense, what can a manager\u2014say, the leader of a long-term product-development team\u2014do to provide better communication? One manager suggests at least three specific responses:<a class=\"footnote\" title=\"Watson, S. A., \u201cSharing Info and Defusing Rumors Helps Keep Staff Motivated During Layoffs,\u201d ZDNet, July 29, 2003, http:\/\/www.zdnetasia.com\/sharing-info-and-defusing-rumors-helps-keep-staff-motivated-during-layoffs-39140816.htm (accessed October 11, 2011).\" id=\"return-footnote-235-63\" href=\"#footnote-235-63\" aria-label=\"Footnote 63\"><sup class=\"footnote\">[63]<\/sup><\/a><\/p>\n<ol id=\"frank-ch08_s05_s03_s04_l03\" class=\"orderedlist editable block\">\n<li>Go to your supervisor or another senior manager and try to find out as much as you can about the organization\u2019s real plans.<\/li>\n<li>Ask a senior manager or a human resources representative to meet with your team and address members\u2019 concerns with accurate feedback.<\/li>\n<li>Make it a priority to keep channels open\u2014both between yourself and your team members and between team members and the human resources department.<\/li>\n<\/ol>\n<p id=\"frank-ch08_s05_s03_s04_p04\" class=\"indent para editable block no-indent\">Because actions of this sort send a message, they can legitimately be characterized as a form of formal communication. They also reflect good leadership: Even though the information in this case relates only indirectly to immediate team tasks, you\u2019re sharing information with people who need it, and you\u2019re demonstrating integrity (you\u2019re being honest, and you\u2019re following through on a commitment to the team).<\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s04\">\n<h1 class=\"title editable block\">Overcoming Barriers to Communication<\/h1>\n<div class=\"section\" id=\"frank-ch08_s05_s04_s01\">\n<h2 class=\"title editable block\">What Are Barriers to Communication?<\/h2>\n<p id=\"frank-ch08_s05_s04_s01_p01\" class=\"nonindent para editable block\">By <em class=\"emphasis\">barriers<\/em> we mean anything that prevents people from communicating as effectively as possible. Noise, for example, can be a barrier to communication; if you and other team members are mumbling among yourselves while your team leader is trying to explain task assignments, you\u2019re putting up a barrier to group communication. As a matter of fact, you\u2019re putting up two barriers: In addition to <em class=\"emphasis\">creating noise<\/em>, you\u2019re <em class=\"emphasis\">failing to listen<\/em>. About 80 percent of top executives say that learning to listen is the most important skill in getting things done in the workplace,<a class=\"footnote\" title=\"Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4\u20136.\" id=\"return-footnote-235-64\" href=\"#footnote-235-64\" aria-label=\"Footnote 64\"><sup class=\"footnote\">[64]<\/sup><\/a><a class=\"footnote\" title=\"Brownell, J., Listening, 2nd ed. (Boston: Allyn &amp; Bacon, 2002), 9\u201310.\" id=\"return-footnote-235-65\" href=\"#footnote-235-65\" aria-label=\"Footnote 65\"><sup class=\"footnote\">[65]<\/sup><\/a> and as President Calvin Coolidge once remarked, \u201cNo man ever listened himself out of a job.\u201d Business people who don\u2019t listen risk offending others or misinterpreting what they\u2019re saying.<\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s05\">\n<h2 class=\"title editable block\">Two Types of Barriers<\/h2>\n<h3 class=\"title editable block\">Figure 7.9 Barriers to Communication<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\" id=\"frank-ch08_s05_s05_f01\">\n<p class=\"nonindent title\"><a><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.5.0.jpg\" alt=\"A family sitting at a table, all engrossed in their phone\" class=\"aligncenter size-full wp-image-1408\" width=\"500\" height=\"334\" \/><\/a><\/p>\n<\/div>\n<p>Though developed to improve communication, in some cases cell phones can create a barrier.\u00a0<a class=\"footnote\" title=\"Artotem \u2013 IHOP Cell Phone Meal Family \u2013 CC BY 2.0.\" id=\"return-footnote-235-66\" href=\"#footnote-235-66\" aria-label=\"Footnote 66\"><sup class=\"footnote\">[66]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s05_s05_p01\" class=\"indent para editable block no-indent\">As for creating unnecessary verbal noise and failing to listen, we can probably chalk them up to poor communication habits (or maybe the <em class=\"emphasis\">same<\/em> habit, for as legendary management expert Peter Drucker argues, \u201cListening is not a skill; it is a discipline. All you have to do is keep your mouth shut\u201d). In the rest of this section, we\u2019ll overlook personal barriers to communication and concentrate instead on two types of barriers that are encountered by groups of people, sometimes large and sometimes small, working toward organizational goals.<\/p>\n<div class=\"section\" id=\"frank-ch08_s05_s05_s01\">\n<h2 class=\"title editable block\">Cultural Barriers<\/h2>\n<p id=\"frank-ch08_s05_s05_s01_p01\" class=\"nonindent para editable block\">Cultural barriers, which are sometimes called cultural filters, are the barriers that result from differences among people of different cultures.<a class=\"footnote\" title=\"Kramer, M. G., Business Communication in Context: Principles and Practice (Upper Saddle River, NJ: Prentice Hall, 2001), 87.\" id=\"return-footnote-235-67\" href=\"#footnote-235-67\" aria-label=\"Footnote 67\"><sup class=\"footnote\">[67]<\/sup><\/a> Experts and managers agree that cultural diversity in the workplace can and should be a significant asset: It broadens the perspectives from which groups approach problems, gives them fresh ideas, and sparks their creativity; it also gives organizations an advantage in connecting with diverse customer bases. None of these advantages, though, magically appears simply because workplace diversity increases. To the contrary: As diversity increases, so does the possibility that a group will be composed of people who have different attitudes and different ways of expressing them.<\/p>\n<p id=\"frank-ch08_s05_s05_s01_p02\" class=\"indent para editable block no-indent\">If it hasn\u2019t happened already, for example, one of these days you\u2019ll find yourself having a work-related conversation with a member of the opposite sex. If the conversation doesn\u2019t go as smoothly as you\u2019d expected, there\u2019s a good reason: Men and women in the workplace don\u2019t communicate the same way. According to American linguist Deborah Tannen, men tend to assert their status, to exert confidence, and to regard asking questions as a sign of weakness. Women, in contrast, tend to foster positive interrelationships, to restrain expressions of confidence, and to ask questions with no trouble.<a class=\"footnote\" title=\"Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353.\" id=\"return-footnote-235-68\" href=\"#footnote-235-68\" aria-label=\"Footnote 68\"><sup class=\"footnote\">[68]<\/sup><\/a><a class=\"footnote\" title=\"Tannen, D., Talking 9 to 5: Women and Men at Work (New York: Avon, 1995).\" id=\"return-footnote-235-69\" href=\"#footnote-235-69\" aria-label=\"Footnote 69\"><sup class=\"footnote\">[69]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s05_s05_s01_p03\" class=\"indent para editable block no-indent\">It really doesn\u2019t matter which \u201cstyle\u201d (if either) is better suited to making a conversation more productive. Two points, however, are clear:<\/p>\n<ol id=\"frank-ch08_s05_s05_s01_l01\" class=\"orderedlist editable block\">\n<li>Even if two people of the opposite sex enter a conversation with virtually identical viewpoints, their different styles of expressing themselves might very well present a barrier to their reaching an agreement. Much the same can be said of differences in style arising from other cultural filters, such as ethnicity, education, age, and experience.<\/li>\n<li>Workplace conversations can be tricky to negotiate, yet there\u2019s no escaping them. Like life in the outside world, observes Tannen, life in the workplace \u201cis a matter of dealing with people\u2026and that means a series of conversations.\u201d That\u2019s also why surveys continue to show that managers regard the ability to communicate face to face as a key factor in an employee\u2019s promotability.<a class=\"footnote\" title=\"Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 243.\" id=\"return-footnote-235-70\" href=\"#footnote-235-70\" aria-label=\"Footnote 70\"><sup class=\"footnote\">[70]<\/sup><\/a><\/li>\n<\/ol>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s05_s05_s02\">\n<h2 class=\"title editable block\">Functional Barriers<\/h2>\n<p id=\"frank-ch08_s05_s05_s02_p01\" class=\"nonindent para editable block\">Let\u2019s return for a moment to <a class=\"xref\" href=\"#frank-ch08_s05_s02_f01\">Figure 7.7 \u201cFormal Communication Flows\u201d<\/a>. Recall that when we introduced the organizational structure, we characterized it as a <em class=\"emphasis\">functional organization<\/em>\u2014one that groups together people who have comparable skills and perform similar tasks. Note, however, that in setting up this form of organization for our hypothetical company, we found it necessary to insert two layers of management (four functional managers and two job supervisors) between our owner\/president and our lowest-level employees. In this respect, our structure shares certain characteristics with another form of organization\u2014<em class=\"emphasis\">divisional<\/em>, which groups people into units that are more or less self-contained and that are largely accountable for their own performance.<\/p>\n<p id=\"frank-ch08_s05_s05_s02_p02\" class=\"indent para editable block no-indent\">What does all this have to do with barriers to communication? Simply this: The more \u201cdivisionalized\u201d an organization becomes, the more likely it will be to encounter communication barriers. Not surprisingly, communication gets more complicated, for the same reason that an organization comes to rely on more levels of management.<a class=\"footnote\" title=\"George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 544.\" id=\"return-footnote-235-71\" href=\"#footnote-235-71\" aria-label=\"Footnote 71\"><sup class=\"footnote\">[71]<\/sup><\/a> Notes-4-You, for instance, needs two supervisors because its notetakers don\u2019t do the same work as its copiers. In addition, because their groups don\u2019t perform the same work, the two supervisors don\u2019t call on the same resources from the company\u2019s four functional managers. (Likewise, Notes-4-You also has four functional-area managers because none of them does the same work as any of the others.)<\/p>\n<p id=\"frank-ch08_s05_s05_s02_p03\" class=\"indent para editable block no-indent\">Officially, then, the operations of the two work groups remain distinct or specialized. At the same time, each group must contribute to the company-wide effort to achieve common goals. Moreover, certain organizational projects, like Motorola\u2019s cell phone project, may require the two groups to work together more closely than usual. When that happens, employees from each of the two groups may find themselves working together on the same team, but even so, one crucial fact remains: Information that one group possesses and the other doesn\u2019t must still be exchanged among team members. It may not be quite as apparent as the <em class=\"emphasis\">cultural diversity<\/em> among men and women in many workplace situations, but there is in fact a <em class=\"emphasis\">functional diversity<\/em> at Notes-4-You among notetakers and copiers.<a class=\"footnote\" title=\"Tsui, A. S., and Barbara A. Gutek, Demographic Differences in Organizations (Lanham, MD: Lexington Books, 1999), 91\u201395, http:\/\/books.google.com\/books?hl=en&amp;id=Rr8jYPKF0hoC&amp;dq=Tsui%2BGutek&amp;printsec=frontcover &amp;source=web&amp;ots=svMB027a6s&amp;sig=pQForzFKUkbWr1HbNBBLE42EoL0&amp;sa= X&amp;oi=book_result&amp;resnum=1&amp;ct=result (accessed September 9, 2008).\" id=\"return-footnote-235-72\" href=\"#footnote-235-72\" aria-label=\"Footnote 72\"><sup class=\"footnote\">[72]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s05_s05_s02_p04\" class=\"indent para editable block no-indent\"><a class=\"xref\" href=\"#frank-ch08_s05_s05_s02_f01\">Figure 7.10 \u201cFunctional Barriers to Communication\u201d<\/a> illustrates the location of barriers that may be present when a team-based project must deal with a certain degree of functional diversity. As you can see, we\u2019ve modeled our process on the process of the Motorola ultratrim phone project.<a class=\"footnote\" title=\"Russell, R. S., and Bernard W. Taylor, Operations Management, 5th ed. (Hoboken, NJ: Wiley, 2005), 85.\" id=\"return-footnote-235-73\" href=\"#footnote-235-73\" aria-label=\"Footnote 73\"><sup class=\"footnote\">[73]<\/sup><\/a> We don\u2019t need to describe the entire process in detail, but we will focus on two aspects of it that we\u2019ve highlighted in the drawing:<\/p>\n<ol id=\"frank-ch08_s05_s05_s02_l01\" class=\"orderedlist editable block\">\n<li>\n<p class=\"no-indent\">The company has assigned team members from different functional areas, notably marketing and operations (which, as at Motorola, includes design, engineering, and production).<\/p>\n<\/li>\n<li>\n<p class=\"no-indent\">Information (which we\u2019ve characterized as different types of \u201cspecs\u201d) must be transferred from function to function, and at the key points where this occurs, we\u2019ve built in communication barriers (symbolized by brick walls).<\/p>\n<\/li>\n<\/ol>\n<p id=\"frank-ch08_s05_s05_s02_p05\" class=\"indent para editable block no-indent\">If, for example, marketing specs called for the new Motorola phone to change colors with the user\u2019s mood, someone in engineering might have to explain the difficulties in designing the software. If design specs called for quadraphonic sound, production might have to explain the difficulties in procuring sufficiently lightweight speaker components.<\/p>\n<h3 class=\"indent para editable block\">Figure 7.10 Functional Barriers to Communication<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em\" id=\"frank-ch08_s05_s05_s02_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/50fafa40a6629e7f7958beff256ddc64.jpg\" alt=\"Functional Barriers to Communication\" style=\"max-width: 497px\" \/><br \/>\n<\/a><\/p>\n<\/div>\n<p id=\"frank-ch08_s05_s05_s02_p06\" class=\"indent para editable block no-indent\">Each technical problem\u2014each problem that arises because of differences in team members\u2019 knowledge and expertise\u2014becomes a problem in communication. In addition, communicating as a member of a team obviously requires much more than explaining the limitations of someone else\u2019s professional expertise. Once they\u2019ve surfaced, technical and other problems have to be resolved\u2014a process that will inevitably require even more communication. As we\u2019ve seen in this part of the chapter, improving communication is a top priority for most organizations (for one thing, developing a team-based environment is otherwise impossible), and the ongoing task of improving communication is pretty much the same thing as the ongoing task of overcoming barriers to it.<\/p>\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s05_s05_s02_n01\">\n<h3 class=\"title\">Key Takeaways<\/h3>\n<ul id=\"frank-ch08_s05_s05_s02_l02\" class=\"itemizedlist\">\n<li>\n<p class=\"nonindent para\">In a typical organizational setting, <em class=\"emphasis\">communication flows<\/em> may take three directions:<\/p>\n<ol id=\"frank-ch08_s05_s05_s02_l03\" class=\"orderedlist\">\n<li><strong class=\"emphasis bold\">Downward communication<\/strong> flows from higher organizational levels (supervisors) to lower organizational levels (subordinates).<\/li>\n<li><strong class=\"emphasis bold\">Upward communication<\/strong> flows from lower to higher organizational levels.<\/li>\n<li><strong class=\"emphasis bold\">Lateral<\/strong> (or <strong class=\"emphasis bold\">horizontal<\/strong>) <strong class=\"emphasis bold\">communication<\/strong> flows across the organization, among personnel on the same level.<\/li>\n<\/ol>\n<\/li>\n<li>Organizational communication flows through two different <em class=\"emphasis\">channels<\/em>. <strong class=\"emphasis bold\">Internal communication<\/strong> is shared by people at all levels within a company. <strong class=\"emphasis bold\">External communication<\/strong> occurs between parties inside a company and parties outside the company, such as suppliers, customers, and investors.<\/li>\n<li>Organizational communication also flows through two different <em class=\"emphasis\">networks<\/em>. Its <strong class=\"emphasis bold\">formal communication network<\/strong> consists of all communications that flow along an organization\u2019s official lines of authority. The <strong class=\"emphasis bold\">informal communication network<\/strong>, sometimes called the <em class=\"emphasis\">grapevine<\/em>, goes to work whenever two or more employees get together and start talking about the company and their jobs.<\/li>\n<li><em class=\"emphasis\">Barriers to communication<\/em> include anything that prevents people from communicating as effectively as possible. Among groups, two types of barriers are common. <em class=\"emphasis\">Cultural barriers<\/em>, sometimes called <em class=\"emphasis\">cultural filters<\/em>, are the barriers that result from differences among people of different cultures. <em class=\"emphasis\">Functional barriers<\/em> arise when communication must flow among individuals or groups who work in different functional areas of an organization.<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s05_s05_s02_n02\">\n<h3 class=\"title\">Exercise<\/h3>\n<p class=\"nonindent simpara\">(AACSB) Analysis<\/p>\n<p id=\"frank-ch08_s05_s05_s02_p07\" class=\"indent para\">Write three messages (you decide which communication channel to use):<\/p>\n<ol id=\"frank-ch08_s05_s05_s02_l04\" class=\"orderedlist\">\n<li>To a coworker asking her for a report on this quarter\u2019s sales for your division<\/li>\n<li>To your manager telling him what the sales were for the quarter and whether sales improved (or got worse), and why<\/li>\n<li>To the vice president of the company recommending a new system for tracking sales in your division<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"chapter-title-wrap\">\n<h1 class=\"chapter-title\" style=\"text-align: center\">Forms of Communication<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s06_n01\">\n<h3 class=\"title\">Learning Objectives<\/h3>\n<ol id=\"frank-ch08_s06_l01\" class=\"orderedlist\">\n<li>Explain the do\u2019s and don\u2019ts of business e-mails.<\/li>\n<li>Describe the process followed to create and deliver successful presentations.<\/li>\n<li>Learn how to write clear, concise memos.<\/li>\n<\/ol>\n<\/div>\n<p id=\"frank-ch08_s06_p01\" class=\"nonindent para editable block\">As mentioned previously, the College Board identified these communication skills as \u201cfrequently\u201d or \u201calmost always\u201d necessary in the workplace:<a class=\"footnote\" title=\"College Board, \u201cWriting: A Ticket to Work\u2026or a Ticket Out: A Survey of Business Leaders,\u201d Report of the National Commission on Writing, September 2004, http:\/\/www.writingcommission.org\/prod_downloads\/writingcom\/writing-ticket-to-work.pdf (accessed October 11, 2011).\" id=\"return-footnote-235-74\" href=\"#footnote-235-74\" aria-label=\"Footnote 74\"><sup class=\"footnote\">[74]<\/sup><\/a> e-mail, presentation with visuals, technical reports, formal reports, memos, and presentations without visuals. The skill ranked highest in importance was the use of e-mails, including the ability to adapt messages to different receivers or compose persuasive messages when necessary. The ability to make presentations (with visuals) ranked second in importance. Report writing came next. Given the complexity of report writing, we will not cover this topic here. Instead, we will look at the remaining three forms of communication: e-mail, presentations with visuals, and memos.<\/p>\n<div class=\"section\" id=\"frank-ch08_s06_s01\">\n<h2 class=\"title editable block\">Tips for Writing Business E-Mails<\/h2>\n<p id=\"frank-ch08_s06_s01_p01\" class=\"nonindent para editable block\">Dennis Jerz and Jessica Bauer created the following list of the top 10 tips for writing effective e-mail messages:<a class=\"footnote\" title=\"Jerz, D. G., and Jessica Bauer, \u201cWriting Effective E-Mail: Top 10 Email Tips,\u201d Jerz\u2018s Literacy Weblog, March 8. 2011, http:\/\/jerz.setonhill.edu\/writing\/e-text\/email\/ (accessed October 19, 2011).\" id=\"return-footnote-235-75\" href=\"#footnote-235-75\" aria-label=\"Footnote 75\"><sup class=\"footnote\">[75]<\/sup><\/a><\/p>\n<ol id=\"frank-ch08_s06_s01_l01\" class=\"orderedlist editable block\">\n<li><em class=\"emphasis\">Write a meaningful subject line.<\/em> Recipients use the subject line to decide whether to open or delete a message and sometimes where to store it. Write a subject line that describes the content.<\/li>\n<li><em class=\"emphasis\">Keep the message focused.<\/em> Avoid including multiple messages or requests in one e-mail. Try to focus on only one topic. Use standard capitalization and spelling; none of this \u201cthx 4 ur help 2day ur gr8.\u201d<\/li>\n<li><em class=\"emphasis\">Avoid attachments.<\/em> Extract the relevant text from a large file and ask the recipient if he or she wants to see the full document.<\/li>\n<li><em class=\"emphasis\">Identify yourself clearly. Identify yourself in the first few lines<\/em>\u2014otherwise your message might be deleted quickly.<\/li>\n<li><em class=\"emphasis\">Be kind. Don\u2019t flame.<\/em> Avoid writing e-mails when you are upset. Always think before you hit the \u201csend\u201d button. Once it\u2019s gone, you can\u2019t get it back. If you\u2019re mad, write the e-mail, but don\u2019t send it. Keep it in your \u201csave\u201d or \u201cdraft\u201d folder and reread it the next day.<\/li>\n<li><em class=\"emphasis\">Proofread.<\/em> Use spell check and read the memo carefully before sending it.<\/li>\n<li><em class=\"emphasis\">Don\u2019t assume privacy.<\/em> Don\u2019t send anything you wouldn\u2019t want posted on the office bulletin board (with your name on it). Remember, employers can read your e-mails!<\/li>\n<li><em class=\"emphasis\">Distinguish between formal and informal situations<\/em>. When writing to a coworker with whom you are friends, you can be less formal than when you are writing to your manager or a client.<\/li>\n<li><em class=\"emphasis\">Respond promptly<\/em>. Get back quickly to the person who sent you the e-mail. If you\u2019re too busy to answer, let the person know you got the message and will respond as soon as you can.<\/li>\n<li><em class=\"emphasis\">Show respect and restraint<\/em>. Watch out: Don\u2019t use the \u201creply to all\u201d button in error. Don\u2019t forward an e-mail before getting permission from the sender.<\/li>\n<\/ol>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s02\">\n<h2 class=\"title editable block\">Planning, Preparing, Practicing, and Presenting<\/h2>\n<p id=\"frank-ch08_s06_s02_p01\" class=\"nonindent para editable block\">For some, the thought of making a presentation is traumatic. If you\u2019re one of those people, the best way to get over your fear is to get up and make a presentation. With time, it will get easier, and you might even start enjoying it. As you progress through college, you will have a number of opportunities to make presentations. This is good news\u2014it gives you practice, lets you make your mistakes in a protected environment (before you hit the business world), and allows you to get fairly good at it. Your opportunities to talk in front of a group will multiply once you enter the business world. Throughout your business career, you\u2019ll likely be called on to present reports, address groups at all levels in the organization, represent your company at various events, run committee meetings, lead teams, or make a sales pitch.<a class=\"footnote\" title=\"Barada, P. W., \u201cConfront Your Fears and Communicate,\u201d http:\/\/career-advice.monster.com\/in-the-office\/workplace-issues\/confront-your-fears-and-communicate\/article.aspx (accessed October 11, 2011).\" id=\"return-footnote-235-76\" href=\"#footnote-235-76\" aria-label=\"Footnote 76\"><sup class=\"footnote\">[76]<\/sup><\/a> In preparing and delivering your presentation, you can follow a four-step process (plan, prepare, practice, and present) designed by Dale Carnegie, a global training company named after its famed founder.<a class=\"footnote\" title=\"Carnegie, D., \u201cPresentation Tips from Dale Carnegie Training,\u201d Dale Carnegie, http:\/\/www.erinhoops.ca\/LobbyingHandbook\/Presentation_Tips.htm (accessed October 11, 2011).\" id=\"return-footnote-235-77\" href=\"#footnote-235-77\" aria-label=\"Footnote 77\"><sup class=\"footnote\">[77]<\/sup><\/a><\/p>\n<div class=\"section\" id=\"frank-ch08_s06_s02_s01\">\n<h2 class=\"title editable block\">Plan<\/h2>\n<p id=\"frank-ch08_s06_s02_s01_p01\" class=\"nonindent para editable block\">Plan your presentation based on your purpose and the knowledge level and interest of your audience. Use words and concepts your audience can understand, and stay focused. If your audience is knowledgeable about your topic, you can skim over the generalities and delve into the details. On the other hand, if the topic is new to them, you need to move through it slowly. As you plan your presentation, ask yourself these questions: What am I trying to accomplish? Am I trying to educate, inform, motivate, or persuade my audience? What does my audience know about the topic? What do I want them to know? How can I best convey this information to them?<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s02_s02\">\n<h2 class=\"title editable block\">Prepare<\/h2>\n<p id=\"frank-ch08_s06_s02_s02_p01\" class=\"nonindent para editable block\">Once you have planned your presentation, you\u2019re ready to prepare. It might be easier to write your presentation if you divide it into three sections: opening, body, close. Your opening should grab your audience\u2019s attention. You can do this by asking a question, telling a relevant story, or even announcing a surprising piece of information. About 5 to 10 percent of your time can be spent on the opening. The body covers the bulk of the material and consumes about 80 to 85 percent of your time. Cover your key points, stay focused, but do not overload your audience. It has been found that an audience can absorb only about four to six points. Your close, which uses about 5 to 10 percent of your time, should leave the audience with a positive impression of you and your presentation. You have lots of choices for your close: You can either summarize your message or relate your closing remarks to your opening remarks or do both.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s02_s03\">\n<h2 class=\"title editable block\">Practice<\/h2>\n<p id=\"frank-ch08_s06_s02_s03_p01\" class=\"nonindent para editable block\">This section should really be called \u201cPractice, Practice, Practice\u201d (and maybe another Practice for emphasis). The saying \u201cpractice makes perfect\u201d is definitely true with presentations, especially for beginners. You might want to start off practicing your presentation by yourself, perhaps in front of a mirror. You could even videotape yourself and play it back (that should be fun). As you get the hang of it, ask a friend or a group of friends to listen to and critique your talk. When you rehearse, check your time to see whether it\u2019s what you want. Avoid memorizing your talk, but know it well.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s02_s04\">\n<h2 class=\"title editable block\">Present<\/h2>\n<h3 class=\"title editable block\">Figure 7.11 Presentations<\/h3>\n<div class=\"caption\" style=\"text-align: center;font-size: .8em;max-width: 500px\" id=\"frank-ch08_s06_s02_s04_f01\">\n<p class=\"indent\"><a><img decoding=\"async\" src=\"http:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-content\/uploads\/sites\/23\/2018\/12\/8.6.0.jpg\" alt=\"A woman giving a presentation at the NASA Goddard Space Flight Center\" class=\"aligncenter size-full wp-image-1411\" width=\"500\" \/><\/a><\/p>\n<\/div>\n<p>Preparation is key to a successful presentation.\u00a0<a class=\"footnote\" title=\"NASA Goddard Space Flight Center \u2013 Earth Day Presentation \u2013 CC BY 2.0.\" id=\"return-footnote-235-78\" href=\"#footnote-235-78\" aria-label=\"Footnote 78\"><sup class=\"footnote\">[78]<\/sup><\/a><\/p>\n<p id=\"frank-ch08_s06_s02_s04_p01\" class=\"indent para editable block no-indent\">Now you\u2019re ready for the big day\u2014it\u2019s time to present. Dress for the part\u2014if it\u2019s a professional talk, dress like a professional. Go early to the location where you\u2019ll present, check out the room, and be sure any equipment you\u2019ll need is there and works. Try to connect with your audience as soon as you start your presentation. Take your time delivering your opening. Act as natural as you can, and try to relax. Slow your speech down, as you\u2019ll likely have a tendency to speed up if you get nervous. Pause before and after your main point for emphasis. If you put brief notes on index cards, avoid reading from the cards. Glance down at them when needed, but then look up at your audience as you speak. Involve your audience in your presentation by asking them questions. Not only will they feel included, but it will help you relax. When you\u2019re close to finishing, let your audience know this (but don\u2019t announce it too early in the talk or your audience might start packing up prematurely). Remember to leave some time for questions and answers.<\/p>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s02_s05\">\n<h2 class=\"title editable block\">Visual Aids<\/h2>\n<p id=\"frank-ch08_s06_s02_s05_p01\" class=\"nonindent para editable block\">It\u2019s very common to use visual aids (generally PowerPoint slides) in business presentations. The use of visual aids helps your audience remember your main points and keeps you focused. If you do use PowerPoint slides, follow some simple (but important) rules:<a class=\"footnote\" title=\"Iasted, \u201cMaking PowerPoint Slides\u2014Avoiding the Pitfalls of Bad Slides,\u201d http:\/\/www.iasted.org\/conferences\/formatting\/Presentations-Tips.ppt (accessed October 11, 2011).\" id=\"return-footnote-235-79\" href=\"#footnote-235-79\" aria-label=\"Footnote 79\"><sup class=\"footnote\">[79]<\/sup><\/a><\/p>\n<ul id=\"frank-ch08_s06_s02_s05_l01\" class=\"itemizedlist editable block\">\n<li>Avoid wordiness: use key words and phrases only.<\/li>\n<li>Don\u2019t crowd your slide: include at most four to five points per slide.<\/li>\n<li>Use at least an eighteen-point font (so that it can be seen from the back of the room).<\/li>\n<li>Use a color font that contrasts with the background (for example, blue font on white background).<\/li>\n<li>Use graphs rather than just words.<\/li>\n<li>Proof your slides and use spell check.<\/li>\n<\/ul>\n<p id=\"frank-ch08_s06_s02_s05_p02\" class=\"indent para editable block no-indent\">And most important: The PowerPoint slides are background, but you are the show. Avoid turning around and reading the slides. The audience wants to see <em class=\"emphasis\">you<\/em> talk; they are not interested in seeing the back of your head.<\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s03\">\n<h2 class=\"title editable block\">How to Write an Effective Memo<\/h2>\n<p id=\"frank-ch08_s06_s03_p01\" class=\"nonindent para editable block\">Memos are effective at conveying fairly detailed information. To help you understand how to write a memo, read the following sample memorandum.<\/p>\n<div class=\"bcc-box bcc-highlight\" id=\"frank-ch08_s06_s03_n01\">\n<h4 class=\"title\">Memorandum<\/h4>\n<table id=\"frank-ch08_s06_s03_l01\" class=\"simplelist\" style=\"border-spacing: 0px\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td><strong class=\"emphasis bold\">TO<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong class=\"emphasis bold\">FROM<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong class=\"emphasis bold\">DATE<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong class=\"emphasis bold\">RE<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p id=\"frank-ch08_s06_s03_p02\" class=\"nonindent para\">____________________________________________<\/p>\n<p id=\"frank-ch08_s06_s03_p03\" class=\"indent para\">As college students, you\u2019ll be expected to analyze real-world situations, research issues, form opinions, and provide support for the conclusions that you reach. In addition to engaging in classroom discussions of business issues, you\u2019ll be asked to complete a number of written assignments. For these assignments, we\u2019ll give you a business situation and ask you to analyze the issues, form conclusions, and provide support for your opinions.<\/p>\n<p id=\"frank-ch08_s06_s03_p04\" class=\"indent para\">In each assignment, you\u2019ll use the <em class=\"emphasis\">memo format<\/em>, which is the typical form of written communication used in business. Writing in memo format means providing a <em class=\"emphasis\">complete but concise response<\/em> to the issues at hand. Good memo writing demands time and effort. Because the business world expects you to possess this skill, we want to give you an opportunity to learn it now.<\/p>\n<p class=\"indent simpara\">Guidelines<\/p>\n<p id=\"frank-ch08_s06_s03_p05\" class=\"indent para\">Here are a few helpful hints to get you started on the right track:<\/p>\n<ul id=\"frank-ch08_s06_s03_l02\" class=\"itemizedlist\">\n<li><strong class=\"emphasis bold\">The format should follow the format of this memo<\/strong>. Note the <strong class=\"emphasis bold\">guide headings<\/strong>\u2014\u201cTO,\u201d \u201cFROM,\u201d \u201cDATE,\u201d and \u201cRE\u201d (which, by the way, stands for \u201cregarding\u201d or \u201creference\u201d). We also include a line across the page to signal the beginning of the body of the memo.<\/li>\n<li>Keep <strong class=\"emphasis bold\">paragraphs<\/strong> short and to the point. The trick is being concise yet complete\u2014summarizing effectively. Paragraphs should be single-spaced, flush against the left margin, and separated by a single blank line.<\/li>\n<li>Accent or highlight <strong class=\"emphasis bold\">major points<\/strong>. Use underlining, bullets, or bold type for desired effect (taking care not to overdo it).<\/li>\n<li>Use <em class=\"emphasis\">short <\/em><strong class=\"emphasis bold\">headings<\/strong> to distinguish and highlight vital information. Headings keep things organized, provide structure, and make for smooth reading. Headings (and, as appropriate, subheadings) are an absolute <em class=\"emphasis\">must<\/em>.<\/li>\n<li>Your <strong class=\"emphasis bold\">title<\/strong> (the \u201cRe\u201d line) should reflect the contents of your memo: It should let the reader know why he or she should read it. Keep the title short\u2014a phrase of a few words, not a sentence.<\/li>\n<li>Be persuasive and convincing in your narrative. You have limited space in which to get your <strong class=\"emphasis bold\">key points<\/strong> across. State your positions clearly. And again, be concise (a memo is not a term paper).<\/li>\n<li>If you have any additional information in the form of <strong class=\"emphasis bold\">exhibits<\/strong>\u2014charts, tables, illustrations, and so forth\u2014put them in an <strong class=\"emphasis bold\">attachment<\/strong>. Label each item \u201cExhibit 1,\u201d \u201cExhibit 2,\u201d and the like. Give each one a title, and be sure to reference them in your narrative (\u201cAs shown in Exhibit 1, the annual growth rate in sales has dropped from double-digit to single-digit levels\u201d).<\/li>\n<li>Finally, <em class=\"emphasis\">staple<\/em> multiple pages for submission. Needless to say, be sure to proofread for correct spelling and punctuation. Don\u2019t scribble in changes by hand: They\u2019re sloppy and leave a bad impression.<\/li>\n<\/ul>\n<p class=\"indent simpara\">Final Comment<\/p>\n<p id=\"frank-ch08_s06_s03_p06\" class=\"indent para\">Now that you\u2019ve read our memo, we expect you to follow the simple guidelines presented in it. This form of communication is widely practiced in business, so take advantage of this opportunity to practice your memo-writing skills.<\/p>\n<\/div>\n<\/div>\n<div class=\"section\" id=\"frank-ch08_s06_s04\">\n<h2 class=\"title editable block\">Nonverbal Communication<\/h2>\n<p id=\"frank-ch08_s06_s04_p01\" class=\"nonindent para editable block\">Sometimes it\u2019s not what you say or how you say it that matters, but what your body language communicates about you and how you feel. When a good friend who\u2019s in a bad mood walks into a room, you don\u2019t need to hear a word from her to know she\u2019s having an awful day. You can read her expression. In doing this, you\u2019re picking up on her nonverbal communication\u2014\u201cnonword\u201d messages communicated through facial expressions, posture, gestures, and tone of voice. People give off nonverbal cues all the time. So what effect do these cues have in the business setting? Quite a bit\u2014these cues are often better at telling you what\u2019s on a person\u2019s mind than what the person actually says. If an employee is meeting with his supervisor and frowns when she makes a statement, the supervisor will conclude that he disapproved of the statement (regardless of what he claims). If two employees are discussing a work-related problem and one starts to fidget, the other will pick this up as disinterest.<\/p>\n<p id=\"frank-ch08_s06_s04_p02\" class=\"indent para editable block no-indent\">Given the possible negative effect that nonverbal cues can have in business situations, how can you improve your body language? The best approach is to become aware of any nonverbal cues you give out, and then work to eliminate them. For example, if you have a habit of frowning when you disapprove of something, recognize this and stop doing it. If the tone of your voice changes when you are angry, try to maintain your voice at a lower pitch.<\/p>\n<div class=\"bcc-box bcc-success\" id=\"frank-ch08_s06_s04_n01\">\n<h3 class=\"title\">Key Takeaways<\/h3>\n<ul id=\"frank-ch08_s06_s04_l01\" class=\"itemizedlist\">\n<li>\n<p class=\"nonindent para\">Here are ten tips for writing an e-mail:<\/p>\n<ol id=\"frank-ch08_s06_s04_l02\" class=\"orderedlist\">\n<li>Write a meaningful subject line.<\/li>\n<li>Keep the message focused and readable.<\/li>\n<li>Avoid attachments.<\/li>\n<li>Identify yourself clearly in the first few lines.<\/li>\n<li>Be kind. Don\u2019t flame. Always think before hitting the \u201csend\u201d button.<\/li>\n<li>Proofread.<\/li>\n<li>Don\u2019t assume privacy.<\/li>\n<li>Distinguish between formal and informal situations.<\/li>\n<li>Respond promptly.<\/li>\n<li>Show respect and restraint.<\/li>\n<\/ol>\n<\/li>\n<li>In preparing and delivering your presentation, you can follow a four-step process: plan, prepare, practice and present.<\/li>\n<li>You should <strong class=\"emphasis bold\">plan<\/strong> your presentation based on your purpose and the knowledge level and interest of your audience.<\/li>\n<li>\n<p class=\"nonindent para\">In <strong class=\"emphasis bold\">preparing<\/strong> your presentation, it helps to divide it into three sections: opening, body and close.<\/p>\n<ol id=\"frank-ch08_s06_s04_l03\" class=\"orderedlist\">\n<li>Your <strong class=\"emphasis bold\">opening<\/strong>, which uses about 5\u201310 percent of your time, should grab your audience\u2019s attention.<\/li>\n<li>The <strong class=\"emphasis bold\">body<\/strong> covers your main points and uses about 80 to 85 percent of your time.<\/li>\n<li>Your <strong class=\"emphasis bold\">close<\/strong>, which uses about 5 to 10 percent of your time, should leave the audience with a positive impression of you and your presentation.<\/li>\n<\/ol>\n<\/li>\n<li>The saying \u201c<strong class=\"emphasis bold\">practice<\/strong> makes perfect\u201d is definitely true when giving presentations (especially for beginners).<\/li>\n<li>\n<p class=\"nonindent para\">When you <strong class=\"emphasis bold\">present<\/strong>, dress professionally, connect with your audience, try to relax and pause before and after your main points for emphasis.<\/p>\n<ol id=\"frank-ch08_s06_s04_l04\" class=\"orderedlist\">\n<li>Visual aids, such as PowerPoint slides, can aid your presentation if they are used properly.<\/li>\n<\/ol>\n<\/li>\n<li>\n<p class=\"nonindent para\">Memos are effective at conveying fairly detailed information. Here are some tips:<\/p>\n<ol id=\"frank-ch08_s06_s04_l05\" class=\"orderedlist\">\n<li>Keep paragraphs short and to the point.<\/li>\n<li>Accent or highlight <strong class=\"emphasis bold\">major points<\/strong>.<\/li>\n<li>Use <strong class=\"emphasis bold\">short<\/strong> headings.<\/li>\n<li>Your <strong class=\"emphasis bold\">title<\/strong> should reflect the contents of your memo.<\/li>\n<li>Be persuasive and convincing in your narrative.<\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s06_s04_n02\">\n<h3 class=\"title\">Exercise<\/h3>\n<p class=\"nonindent simpara\">(AACSB) Reflection<\/p>\n<ol id=\"frank-ch08_s06_s04_l06\" class=\"orderedlist\">\n<li>Ask a friend or a family member to tell you which nonverbal cues you frequently transmit. Identify those that would be detrimental to you in a business situation. Indicate how you could eliminate or reduce the impact of these cues. Ask the same person (or someone else) whether you are a good listener. If the answer is no, indicate how you could improve your listening skills.<\/li>\n<li>Prepare a presentation on \u201cplanning, preparing, practicing, and presenting.\u201d Divide your presentation into three parts: opening, body, and closing. Prepare visual aids. Pretend that your audience is made up of recent college graduates hired by Nike.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"chapter-title-wrap\">\n<h1 class=\"chapter-title\" style=\"text-align: center\">Cases and Problems<\/h1>\n<\/div>\n<div class=\"ugc chapter-ugc\">\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n01\">\n<h3 class=\"title\">Learning on the Web (AACSB)<\/h3>\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">Factors Contributing to Nike\u2019s Success<\/strong><\/p>\n<p id=\"frank-ch08_s07_p01\" class=\"indent para\">This writing assignment solicits your opinion on factors contributing to Nike\u2019s success. To complete it, you should go to <a class=\"link\" href=\"http:\/\/www.nikebiz.com\/company_overview\/timeline\">http:\/\/www.nikebiz.com\/company_overview\/timeline<\/a> to learn about Nike\u2019s history by reviewing the company\u2019s time line.<\/p>\n<p class=\"indent simpara\"><strong class=\"emphasis bold\">Memo Format<\/strong><\/p>\n<p id=\"frank-ch08_s07_p02\" class=\"indent para\">Use the memo format described in the chapter for this assignment. Your memo should not exceed two pages. It should be single spaced (with an extra space between paragraphs and bulleted items).<\/p>\n<p class=\"indent simpara\"><strong class=\"emphasis bold\">Scenario<\/strong><\/p>\n<p id=\"frank-ch08_s07_p03\" class=\"indent para\">You\u2019re one of the fortunate college students selected to participate in Nike\u2019s summer internship program. The program is quite competitive, and you still can\u2019t believe that you were chosen. You arrived in Beaverton, Oregon, yesterday morning and have been busy ever since. Last night, you attended a dinner for new interns where you were welcomed to Nike by CEO Mark Parker.<\/p>\n<p id=\"frank-ch08_s07_p04\" class=\"indent para\">You were lucky to be sitting next to a personable, well-informed Nike veteran named Simon Pestridge. Pestridge joined Nike about twelve years ago. He was telling you about a past assignment he had as director of marketing for Australia. (You were impressed with his status at Nike, not just because he doesn\u2019t look much older than you, but also because you\u2019ve always wanted to travel to Australia.) The dinner conversation turned to a discussion of the reasons for Nike\u2019s success. Others at the table were giving their opinions on the subject when Pestridge turned to you and said, \u201cAs a new intern, give us an outsider\u2019s point of view. Why do you think Nike\u2019s been so successful?\u201d You were about to venture an opinion when Pestridge was called away for a phone call. As he got up, however, he quickly said, \u201cSend me a memo telling me what factors you think have contributed to Nike\u2019s success. Keep it simple. Three factors are plenty.\u201d Though you were relieved to have a little time to think about your answer, you were also a bit nervous about the prospect of writing your first official memo.<\/p>\n<p id=\"frank-ch08_s07_p05\" class=\"indent para\">As everyone else headed for the Bo Jackson gym, you went back to your room to think about Pestridge\u2019s question and to figure out how to go about writing your memo. You want to be sure to start by telling him that you enjoyed talking with him. You also need to remind him that you\u2019re responding to his question about three factors in Nike\u2019s success, and must be sure to explain why you believe they\u2019re important. You\u2019ll end by saying that you hope the information is helpful and that he can contact you if he has any further questions.<\/p>\n<p id=\"frank-ch08_s07_p06\" class=\"indent para\">So far, so good, but you\u2019re still faced with the toughest part of your task\u2014identifying the three factors that you deem important to Nike\u2019s success. Fortunately, even at Nike there\u2019s always tomorrow to get something done, so you decide to sleep on it and write your memo in the morning.<\/p>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n02\">\n<h3 class=\"title\">Ethics Angle (AACSB)<\/h3>\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">The Goof-Off<\/strong><\/p>\n<p id=\"frank-ch08_s07_p07\" class=\"indent para\">You and three other students have been working on a group project all semester in your Introduction to Business class. One of the members of the team did very little work; he failed to attend almost all the meetings, took no responsibility for any of the tasks, didn\u2019t attend the practice session before your presentation, and in general was a real goof-off. But he happens to be friends with two of the team members. You and your other team members have been asked to complete the attached team member evaluation. You want to give the student what he deserves\u2014almost no credit. But your other two team members don\u2019t agree. They argue that it is \u201cunsocial and mean\u201d to tell the truth about this student\u2019s lack of contribution. Instead, they want to report that everyone shared the work equally. The evaluation will be used in determining grades for each team member. Those who contributed more will get a higher grade than those who did not. Prepare an argument that you can advance to the other team members on the ethics of covering for this student. Assuming that your two teammates won\u2019t change their minds, what would you do?<\/p>\n<p id=\"frank-ch08_s07_p08\" class=\"indent para\"><strong class=\"emphasis bold\">Attachment to Ethics Angle Problem<\/strong><\/p>\n<p id=\"frank-ch08_s07_p09\" class=\"indent para\"><strong class=\"emphasis bold\">Introduction to Business<\/strong><\/p>\n<p id=\"frank-ch08_s07_p10\" class=\"indent para\"><strong class=\"emphasis bold\">Team Member Evaluation<\/strong><\/p>\n<p id=\"frank-ch08_s07_p11\" class=\"indent para\">(To be given to your faculty member during the last week of class)<\/p>\n<p id=\"frank-ch08_s07_p12\" class=\"indent para\">TEAM ___________________<\/p>\n<p id=\"frank-ch08_s07_p13\" class=\"indent para\">You have a total of $100,000. You can use this to reward your team members (including yourself) for their contributions to the team project.<\/p>\n<p id=\"frank-ch08_s07_p14\" class=\"indent para\">Fill in each team member\u2019s name below (including your own), and show beside each name how much of the $100,000 you would give that member for his or her contributions to the preparation and presentation of the team project. Do not share your recommendations with your team members.<\/p>\n<p id=\"frank-ch08_s07_p15\" class=\"indent para\">Your recommendations will be confidential.<\/p>\n<div class=\"informaltable\">\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Team Members (including yourself)<\/th>\n<th>Amount to be given for efforts on team project<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>____________________________________<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<tr>\n<td>____________________________________<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<tr>\n<td>____________________________________<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<tr>\n<td>____________________________________<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<tr>\n<td>____________________________________<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<tr>\n<td>____________________________________<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<tr>\n<td>TOTAL (MUST EQUAL $100,000)<\/td>\n<td>$_________________________<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p id=\"frank-ch08_s07_p16\" class=\"indent para\">YOUR NAME ______________________________________________________<\/p>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n03\">\n<h3 class=\"title\">Team-Building Skills (AACSB)<\/h3>\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">Team Skills and Talents<\/strong><\/p>\n<p id=\"frank-ch08_s07_p17\" class=\"indent para\">Team projects involve a number of tasks that are handled by individual team members. These tasks should be assigned to team members based on their particular skills and talents. The next time you work on a team project, you should use the following table to help your team organize its tasks and hold its members responsible for their completion.<\/p>\n<p id=\"frank-ch08_s07_p18\" class=\"indent para\">Here is how you should use this document:<\/p>\n<ol id=\"frank-ch08_s07_l01\" class=\"orderedlist\">\n<li>Identify all tasks to be completed.<\/li>\n<li>Assign each task to a member (or members) of your team based on their skills, talents, and time available.<\/li>\n<li>Determine a due date for each task.<\/li>\n<li>As a task is completed, indicate its completion date and the team member (or members) who completed the task. If more than one team member works on the assignment, indicate the percentage of time each devoted to the task. You can add tasks that surface as your team works its way through the project.<\/li>\n<li>If the assigned person fails to complete the task, or submits poor quality work, add a note to the report explaining what happened and how the situation was corrected (for example, another team member had to redo the task).<\/li>\n<li>Submit the completed form (with all columns completed) to your faculty member at the class after your team project is due. Include a cover sheet with your team\u2019s name (or number) and the name of each team member.<\/li>\n<\/ol>\n<div class=\"informaltable\">\n<table style=\"border-spacing: 0px\" cellpadding=\"0\">\n<thead>\n<tr>\n<th>Tasks to Be Completed<\/th>\n<th>Initials of Team Member(s) Who Will Complete Task<\/th>\n<th>Date to Be Completed<\/th>\n<th>Date Completed<\/th>\n<th>Initials of Team Member(s) Who Completed Task (Add a Note Below the Table Explaining Any Problems with Completion or Quality of Work)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<\/tr>\n<tr>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<\/tr>\n<tr>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<\/tr>\n<tr>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<\/tr>\n<tr>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<td>________<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"bcc-box bcc-info\" id=\"frank-ch08_s07_n04\">\n<h3 class=\"title\">The Global View (AACSB)<\/h3>\n<p class=\"nonindent simpara\"><strong class=\"emphasis bold\">A Multicultural Virtual Team<\/strong><\/p>\n<p id=\"frank-ch08_s07_p19\" class=\"indent para\">You work for Nike, a global company. You just learned that you were assigned to a virtual team whose mission is to assess the feasibility of Nike\u2019s making an inexpensive shoe that can be sold in Brazil. The team consists of twelve members. Three of the members work in the United States (two in Beaverton, Oregon, and one in New York City). Two work in England, two in China, two in India, and three in Brazil. All are Nike employees and all were born in the country in which they work. All speak English, though some speak it better than others. What challenges do you anticipate the team will face because of its multicultural makeup?. How could these challenges be overco<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-235-1\">Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4. <a href=\"#return-footnote-235-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-235-2\">Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4. <a href=\"#return-footnote-235-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-235-3\">Alderfer, C. P., \u201cGroup and Intergroup Relations,\u201d in Improving Life at Work, ed. J. R. Hackman and J. L. Suttle (Palisades, CA: Goodyear, 1977), 277\u201396. <a href=\"#return-footnote-235-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-235-4\">Fisher, K., Leading Self-Directed Work Teams: A Guide to Developing New Team Leadership Skills, rev. ed. (New York: McGraw-Hill Professional, 1999). <a href=\"#return-footnote-235-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-235-5\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 315\u201316. <a href=\"#return-footnote-235-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-235-6\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 315\u201316. <a href=\"#return-footnote-235-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-235-7\">Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4. <a href=\"#return-footnote-235-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-235-8\"><em class=\"emphasis\">Source<\/em>: Adapted from Edward E. Lawler, S. A. Mohman, and G. E. Ledford, <em class=\"emphasis\">Creating High Performance Organizations: Practices and Results of Employee Involvement and Total Quality in Fortune 1000 Companies<\/em> (San Francisco: Wiley, 1992). Reprinted with permission of John Wiley &amp; Sons Inc. <a href=\"#return-footnote-235-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><li id=\"footnote-235-9\">Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4. <a href=\"#return-footnote-235-9\" class=\"return-footnote\" aria-label=\"Return to footnote 9\">&crarr;<\/a><\/li><li id=\"footnote-235-10\">Thompson, L. L., Making the Team: A Guide for Managers (Upper Saddle River, NJ: Pearson Education, 2008), 4. <a href=\"#return-footnote-235-10\" class=\"return-footnote\" aria-label=\"Return to footnote 10\">&crarr;<\/a><\/li><li id=\"footnote-235-11\">Fishman, C., \u201cWhole Foods Is All Teams,\u201d Fast Company.com, December 18, 2007, http:\/\/www.fastcompany.com\/node\/26671\/print (accessed October 11, 2011). <a href=\"#return-footnote-235-11\" class=\"return-footnote\" aria-label=\"Return to footnote 11\">&crarr;<\/a><\/li><li id=\"footnote-235-12\">Human Technology Inc., \u201cOrganizational Learning Strategies: Cross-Functional Teams,\u201d Getting Results through Learning, http:\/\/www.humtech.com\/opm\/grtl\/ols\/ols3.cfm (accessed October 11, 2011). <a href=\"#return-footnote-235-12\" class=\"return-footnote\" aria-label=\"Return to footnote 12\">&crarr;<\/a><\/li><li id=\"footnote-235-13\">Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 340\u201342. <a href=\"#return-footnote-235-13\" class=\"return-footnote\" aria-label=\"Return to footnote 13\">&crarr;<\/a><\/li><li id=\"footnote-235-14\">George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 381\u201382. <a href=\"#return-footnote-235-14\" class=\"return-footnote\" aria-label=\"Return to footnote 14\">&crarr;<\/a><\/li><li id=\"footnote-235-15\">Adept Science, \u201cLockheed Martin Chooses Mathcad as a Standard Design Package for F-35 Joint Strike Fighter Project,\u201d Adept Science, September 23, 2003, http:\/\/www.adeptscience.co.uk\/pressroom\/article\/96 (accessed October 11, 2011). <a href=\"#return-footnote-235-15\" class=\"return-footnote\" aria-label=\"Return to footnote 15\">&crarr;<\/a><\/li><li id=\"footnote-235-16\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 497. <a href=\"#return-footnote-235-16\" class=\"return-footnote\" aria-label=\"Return to footnote 16\">&crarr;<\/a><\/li><li id=\"footnote-235-17\">George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 371\u201377. <a href=\"#return-footnote-235-17\" class=\"return-footnote\" aria-label=\"Return to footnote 17\">&crarr;<\/a><\/li><li id=\"footnote-235-18\">Festinger, L., \u201cInformal Social Communication, Psychological Review 57 (1950): 271\u201382. <a href=\"#return-footnote-235-18\" class=\"return-footnote\" aria-label=\"Return to footnote 18\">&crarr;<\/a><\/li><li id=\"footnote-235-19\">Griffin, E., \u201cGroupthink of Irving Janis,\u201d 1997, http:\/\/www.doh.state.fl.us\/alternatesites\/cms-kids\/providers\/early_steps\/training\/documents\/groupthink_irving_janus.pdf (accessed October 11, 2011). <a href=\"#return-footnote-235-19\" class=\"return-footnote\" aria-label=\"Return to footnote 19\">&crarr;<\/a><\/li><li id=\"footnote-235-20\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 317\u201318. <a href=\"#return-footnote-235-20\" class=\"return-footnote\" aria-label=\"Return to footnote 20\">&crarr;<\/a><\/li><li id=\"footnote-235-21\">Thompson, L. L., <em class=\"emphasis\">Making the Team: A Guide for Managers<\/em> (Upper Saddle River, NJ: Pearson Education, 2008), 323\u201324. <a href=\"#return-footnote-235-21\" class=\"return-footnote\" aria-label=\"Return to footnote 21\">&crarr;<\/a><\/li><li id=\"footnote-235-22\">Thompson, L. L., <em class=\"emphasis\">Making the Team: A Guide for Managers<\/em> (Upper Saddle River, NJ: Pearson Education, 2008), 323\u201324. <a href=\"#return-footnote-235-22\" class=\"return-footnote\" aria-label=\"Return to footnote 22\">&crarr;<\/a><\/li><li id=\"footnote-235-23\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399. <a href=\"#return-footnote-235-23\" class=\"return-footnote\" aria-label=\"Return to footnote 23\">&crarr;<\/a><\/li><li id=\"footnote-235-24\">Wellins, R. S., William C. Byham, and Jeanne M. Wilson, Empowered Teams (San Francisco: Jossey-Bass, 1991). <a href=\"#return-footnote-235-24\" class=\"return-footnote\" aria-label=\"Return to footnote 24\">&crarr;<\/a><\/li><li id=\"footnote-235-25\">Nichols, H., \u201cTeamwork in School, Work and Life,\u201d iamnext.com, 2003, http:\/\/www.iamnext.com\/academics\/groupwork.html (accessed September 1, 2008). <a href=\"#return-footnote-235-25\" class=\"return-footnote\" aria-label=\"Return to footnote 25\">&crarr;<\/a><\/li><li id=\"footnote-235-26\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399. <a href=\"#return-footnote-235-26\" class=\"return-footnote\" aria-label=\"Return to footnote 26\">&crarr;<\/a><\/li><li id=\"footnote-235-27\">Lawler, E. E., Treat People Right (San Francisco: Jossey-Bass, 2003). <a href=\"#return-footnote-235-27\" class=\"return-footnote\" aria-label=\"Return to footnote 27\">&crarr;<\/a><\/li><li id=\"footnote-235-28\">Paulson, T. L., \u201cBuilding Bridges vs. Burning Them: The Subtle Art of Influence,\u201d 1990, at http:\/\/books.google.com\/books?id=iXkq-IFFJpcC&amp;pg=PA55&amp;lpg=PA55&amp;dq=%22capable+people+fail+to+ advance%22&amp;source=web&amp;ots=a2l2cJ2_AF&amp;sig=4Xk7EuOq2htSf2XqBWSFQxJwVqE &amp;hl=en&amp;sa=X&amp;oi=book_result&amp;resnum=1&amp;ct=result (accessed September 2, 2008). <a href=\"#return-footnote-235-28\" class=\"return-footnote\" aria-label=\"Return to footnote 28\">&crarr;<\/a><\/li><li id=\"footnote-235-29\">Fortune Magazine, \u201cWhat Makes Great Leaders: Rethinking the Route to Effective Leadership,\u201d Findings from the Fortune Magazine\/Hay Group 1999 Executive Survey of Leadership Effectiveness, http:\/\/ei.haygroup.com\/downloads\/pdf\/Leadership%20White%20Paper.pdf (accessed August 9, 2008). <a href=\"#return-footnote-235-29\" class=\"return-footnote\" aria-label=\"Return to footnote 29\">&crarr;<\/a><\/li><li id=\"footnote-235-30\">Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 346\u201347. <a href=\"#return-footnote-235-30\" class=\"return-footnote\" aria-label=\"Return to footnote 30\">&crarr;<\/a><\/li><li id=\"footnote-235-31\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399. <a href=\"#return-footnote-235-31\" class=\"return-footnote\" aria-label=\"Return to footnote 31\">&crarr;<\/a><\/li><li id=\"footnote-235-32\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399. <a href=\"#return-footnote-235-32\" class=\"return-footnote\" aria-label=\"Return to footnote 32\">&crarr;<\/a><\/li><li id=\"footnote-235-33\"><em class=\"emphasis\">Source<\/em>: Adapted from David A. Whetten and Kim S. Cameron, <em class=\"emphasis\">Developing Management Skills<\/em>, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 517, 519. <a href=\"#return-footnote-235-33\" class=\"return-footnote\" aria-label=\"Return to footnote 33\">&crarr;<\/a><\/li><li id=\"footnote-235-34\"><em class=\"emphasis\">Source<\/em>: Adapted from David A. Whetten and Kim S. Cameron, <em class=\"emphasis\">Developing Management Skills<\/em>, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 519\u201320. <a href=\"#return-footnote-235-34\" class=\"return-footnote\" aria-label=\"Return to footnote 34\">&crarr;<\/a><\/li><li id=\"footnote-235-35\">Nichols, H., \u201cTeamwork in School, Work and Life,\u201d iamnext.com, 2003, http:\/\/www.iamnext.com\/academics\/groupwork.html (accessed September 1, 2008). <a href=\"#return-footnote-235-35\" class=\"return-footnote\" aria-label=\"Return to footnote 35\">&crarr;<\/a><\/li><li id=\"footnote-235-36\">Feenstra, K., \u201cStudy Skills: Team Work Skills for Group Projects,\u201d iamnext.com, 2002, http:\/\/www.iamnext.com\/academics\/grouproject.html (accessed October 11, 2011). <a href=\"#return-footnote-235-36\" class=\"return-footnote\" aria-label=\"Return to footnote 36\">&crarr;<\/a><\/li><li id=\"footnote-235-37\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399. <a href=\"#return-footnote-235-37\" class=\"return-footnote\" aria-label=\"Return to footnote 37\">&crarr;<\/a><\/li><li id=\"footnote-235-38\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 498\u201399. <a href=\"#return-footnote-235-38\" class=\"return-footnote\" aria-label=\"Return to footnote 38\">&crarr;<\/a><\/li><li id=\"footnote-235-39\"><a href=\"https:\/\/pixabay.com\/en\/suit-leader-work-bank-economy-453476\">Pixabay<\/a> \u2013 CC0 Public Domain. <a href=\"#return-footnote-235-39\" class=\"return-footnote\" aria-label=\"Return to footnote 39\">&crarr;<\/a><\/li><li id=\"footnote-235-40\">Feenstra, K., \u201cStudy Skills: Team Work Skills for Group Projects,\u201d iamnext.com, 2002, http:\/\/www.iamnext.com\/academics\/grouproject.html (accessed October 11, 2011). <a href=\"#return-footnote-235-40\" class=\"return-footnote\" aria-label=\"Return to footnote 40\">&crarr;<\/a><\/li><li id=\"footnote-235-41\">Lashinsky, A., \u201cRAZR\u2019s Edge,\u201d Fortune, CNNMoney.com, June 1, 2006, http:\/\/money.cnn.com\/magazines\/fortune\/fortune_archive\/2006\/06\/12\/8379239\/index.htm (accessed August 22, 2008) <a href=\"#return-footnote-235-41\" class=\"return-footnote\" aria-label=\"Return to footnote 41\">&crarr;<\/a><\/li><li id=\"footnote-235-42\">Anthony, S. D., \u201cMotorola\u2019s Bet on the RAZR\u2019s Edge,\u201d HBS Working Knowledge, September 12, 2005, http:\/\/hbswk.hbs.edu\/archive\/4992.html (accessed October 11, 2011). <a href=\"#return-footnote-235-42\" class=\"return-footnote\" aria-label=\"Return to footnote 42\">&crarr;<\/a><\/li><li id=\"footnote-235-43\">Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173. <a href=\"#return-footnote-235-43\" class=\"return-footnote\" aria-label=\"Return to footnote 43\">&crarr;<\/a><\/li><li id=\"footnote-235-44\">(ISDA) Industrial Designers Society of America (IDSA), \u201cAbout ID,\u201d IDSA, http:\/\/www.idsa.org\/absolutenm\/templates\/?a=89&amp;z=23 (accessed September 4, 2008). <a href=\"#return-footnote-235-44\" class=\"return-footnote\" aria-label=\"Return to footnote 44\">&crarr;<\/a><\/li><li id=\"footnote-235-45\">Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173. <a href=\"#return-footnote-235-45\" class=\"return-footnote\" aria-label=\"Return to footnote 45\">&crarr;<\/a><\/li><li id=\"footnote-235-46\">Adrian Black \u2013 <a href=\"https:\/\/www.flickr.com\/photos\/adrianblack\/1224659155\">Motorola V3i Open<\/a> \u2013 CC BY-NC 2.0. <a href=\"#return-footnote-235-46\" class=\"return-footnote\" aria-label=\"Return to footnote 46\">&crarr;<\/a><\/li><li id=\"footnote-235-47\">Urban, G. L., and John R. Hauser, Design and Marketing of New Products, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1993), 173. <a href=\"#return-footnote-235-47\" class=\"return-footnote\" aria-label=\"Return to footnote 47\">&crarr;<\/a><\/li><li id=\"footnote-235-48\">Robbins, S. P., and Timothy A. Judge, Organizational Behavior, 13th ed. (Upper Saddle River, NJ: Pearson Education, 2009), 368. <a href=\"#return-footnote-235-48\" class=\"return-footnote\" aria-label=\"Return to footnote 48\">&crarr;<\/a><\/li><li id=\"footnote-235-49\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 243. <a href=\"#return-footnote-235-49\" class=\"return-footnote\" aria-label=\"Return to footnote 49\">&crarr;<\/a><\/li><li id=\"footnote-235-50\">National Association of Colleges and Employers, \u201c2006 Job Outlook,\u201d NACEWeb, 2007, http:\/\/www.naceweb.org (accessed October 11, 2011). <a href=\"#return-footnote-235-50\" class=\"return-footnote\" aria-label=\"Return to footnote 50\">&crarr;<\/a><\/li><li id=\"footnote-235-51\">College Board, \u201cWriting: A Ticket to Work\u2026or a Ticket Out: A Survey of Business Leaders,\u201d Report of the National Commission on Writing, September 2004, http:\/\/www.writingcommission.org\/prod_downloads\/writingcom\/writing-ticket-to-work.pdf (accessed October 11, 2011). <a href=\"#return-footnote-235-51\" class=\"return-footnote\" aria-label=\"Return to footnote 51\">&crarr;<\/a><\/li><li id=\"footnote-235-52\">Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4. <a href=\"#return-footnote-235-52\" class=\"return-footnote\" aria-label=\"Return to footnote 52\">&crarr;<\/a><\/li><li id=\"footnote-235-53\">Carr, N., \u201cLessons in Corporate Blogging,\u201d Business Week, July 18, 2006, 9. <a href=\"#return-footnote-235-53\" class=\"return-footnote\" aria-label=\"Return to footnote 53\">&crarr;<\/a><\/li><li id=\"footnote-235-54\">Netzley, M., and Craig Snow, Guide to Report Writing (Upper Saddle River, NJ: Prentice Hall, 2002), 3\u201321. <a href=\"#return-footnote-235-54\" class=\"return-footnote\" aria-label=\"Return to footnote 54\">&crarr;<\/a><\/li><li id=\"footnote-235-55\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353. <a href=\"#return-footnote-235-55\" class=\"return-footnote\" aria-label=\"Return to footnote 55\">&crarr;<\/a><\/li><li id=\"footnote-235-56\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353. <a href=\"#return-footnote-235-56\" class=\"return-footnote\" aria-label=\"Return to footnote 56\">&crarr;<\/a><\/li><li id=\"footnote-235-57\">Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4\u20136. <a href=\"#return-footnote-235-57\" class=\"return-footnote\" aria-label=\"Return to footnote 57\">&crarr;<\/a><\/li><li id=\"footnote-235-58\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353. <a href=\"#return-footnote-235-58\" class=\"return-footnote\" aria-label=\"Return to footnote 58\">&crarr;<\/a><\/li><li id=\"footnote-235-59\">Watson, S. A., \u201cSharing Info and Defusing Rumors Helps Keep Staff Motivated During Layoffs,\u201d ZDNet, July 29, 2003, http:\/\/www.zdnetasia.com\/sharing-info-and-defusing-rumors-helps-keep-staff-motivated-during-layoffs-39140816.htm (accessed October 11, 2011). <a href=\"#return-footnote-235-59\" class=\"return-footnote\" aria-label=\"Return to footnote 59\">&crarr;<\/a><\/li><li id=\"footnote-235-60\">Kimmel, A. J., Rumors and Rumor Control (Mahwah, NJ: Erlbaum, 2004), http:\/\/books.google.com\/books?id=a0FZz3Jq8lIC&amp;pg=PA64&amp;lpg=PA64&amp;dq=rumors+about+Coke&amp;source=web &amp;ots=wtBktafiKZ&amp;sig=HbsDm2Byd0ZPkZH2YUWITwWTDac&amp;hl=en&amp;sa=X&amp;oi=book_ result&amp;resnum=6&amp;ct=result (accessed October 11, 2011). <a href=\"#return-footnote-235-60\" class=\"return-footnote\" aria-label=\"Return to footnote 60\">&crarr;<\/a><\/li><li id=\"footnote-235-61\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353. <a href=\"#return-footnote-235-61\" class=\"return-footnote\" aria-label=\"Return to footnote 61\">&crarr;<\/a><\/li><li id=\"footnote-235-62\">McConnell, C. R., \u201cControlling the Grapevine,\u201d Small Business Toolbox, June 18, 2008, http:\/\/www.nfib.com\/object\/IO_37650?_templateId=315 (accessed September 6, 2008). <a href=\"#return-footnote-235-62\" class=\"return-footnote\" aria-label=\"Return to footnote 62\">&crarr;<\/a><\/li><li id=\"footnote-235-63\">Watson, S. A., \u201cSharing Info and Defusing Rumors Helps Keep Staff Motivated During Layoffs,\u201d ZDNet, July 29, 2003, http:\/\/www.zdnetasia.com\/sharing-info-and-defusing-rumors-helps-keep-staff-motivated-during-layoffs-39140816.htm (accessed October 11, 2011). <a href=\"#return-footnote-235-63\" class=\"return-footnote\" aria-label=\"Return to footnote 63\">&crarr;<\/a><\/li><li id=\"footnote-235-64\">Thill, J. V., and Courtland L. Bov\u00e9e, Excellence in Business Communication, 8th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 4\u20136. <a href=\"#return-footnote-235-64\" class=\"return-footnote\" aria-label=\"Return to footnote 64\">&crarr;<\/a><\/li><li id=\"footnote-235-65\">Brownell, J., Listening, 2nd ed. (Boston: Allyn &amp; Bacon, 2002), 9\u201310. <a href=\"#return-footnote-235-65\" class=\"return-footnote\" aria-label=\"Return to footnote 65\">&crarr;<\/a><\/li><li id=\"footnote-235-66\">Artotem \u2013 <a href=\"https:\/\/www.flickr.com\/photos\/artotemsco\/2857720047\">IHOP Cell Phone Meal Family<\/a> \u2013 CC BY 2.0. <a href=\"#return-footnote-235-66\" class=\"return-footnote\" aria-label=\"Return to footnote 66\">&crarr;<\/a><\/li><li id=\"footnote-235-67\">Kramer, M. G., Business Communication in Context: Principles and Practice (Upper Saddle River, NJ: Prentice Hall, 2001), 87. <a href=\"#return-footnote-235-67\" class=\"return-footnote\" aria-label=\"Return to footnote 67\">&crarr;<\/a><\/li><li id=\"footnote-235-68\">Greenberg, J., and Robert A. Baron, Behavior in Organizations, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 351\u201353. <a href=\"#return-footnote-235-68\" class=\"return-footnote\" aria-label=\"Return to footnote 68\">&crarr;<\/a><\/li><li id=\"footnote-235-69\">Tannen, D., Talking 9 to 5: Women and Men at Work (New York: Avon, 1995). <a href=\"#return-footnote-235-69\" class=\"return-footnote\" aria-label=\"Return to footnote 69\">&crarr;<\/a><\/li><li id=\"footnote-235-70\">Whetten, D. A., and Kim S. Cameron, Developing Management Skills, 7th ed. (Upper Saddle River, NJ: Pearson Education, 2007), 243. <a href=\"#return-footnote-235-70\" class=\"return-footnote\" aria-label=\"Return to footnote 70\">&crarr;<\/a><\/li><li id=\"footnote-235-71\">George, J. M., and Gareth R. Jones, Understanding and Managing Organizational Behavior, 5th ed. (Upper Saddle River, NJ: Pearson Education, 2008), 544. <a href=\"#return-footnote-235-71\" class=\"return-footnote\" aria-label=\"Return to footnote 71\">&crarr;<\/a><\/li><li id=\"footnote-235-72\">Tsui, A. S., and Barbara A. Gutek, Demographic Differences in Organizations (Lanham, MD: Lexington Books, 1999), 91\u201395, http:\/\/books.google.com\/books?hl=en&amp;id=Rr8jYPKF0hoC&amp;dq=Tsui%2BGutek&amp;printsec=frontcover &amp;source=web&amp;ots=svMB027a6s&amp;sig=pQForzFKUkbWr1HbNBBLE42EoL0&amp;sa= X&amp;oi=book_result&amp;resnum=1&amp;ct=result (accessed September 9, 2008). <a href=\"#return-footnote-235-72\" class=\"return-footnote\" aria-label=\"Return to footnote 72\">&crarr;<\/a><\/li><li id=\"footnote-235-73\">Russell, R. S., and Bernard W. Taylor, Operations Management, 5th ed. (Hoboken, NJ: Wiley, 2005), 85. <a href=\"#return-footnote-235-73\" class=\"return-footnote\" aria-label=\"Return to footnote 73\">&crarr;<\/a><\/li><li id=\"footnote-235-74\">College Board, \u201cWriting: A Ticket to Work\u2026or a Ticket Out: A Survey of Business Leaders,\u201d Report of the National Commission on Writing, September 2004, http:\/\/www.writingcommission.org\/prod_downloads\/writingcom\/writing-ticket-to-work.pdf (accessed October 11, 2011). <a href=\"#return-footnote-235-74\" class=\"return-footnote\" aria-label=\"Return to footnote 74\">&crarr;<\/a><\/li><li id=\"footnote-235-75\">Jerz, D. G., and Jessica Bauer, \u201cWriting Effective E-Mail: Top 10 Email Tips,\u201d Jerz\u2018s Literacy Weblog, March 8. 2011, http:\/\/jerz.setonhill.edu\/writing\/e-text\/email\/ (accessed October 19, 2011). <a href=\"#return-footnote-235-75\" class=\"return-footnote\" aria-label=\"Return to footnote 75\">&crarr;<\/a><\/li><li id=\"footnote-235-76\">Barada, P. W., \u201cConfront Your Fears and Communicate,\u201d http:\/\/career-advice.monster.com\/in-the-office\/workplace-issues\/confront-your-fears-and-communicate\/article.aspx (accessed October 11, 2011). <a href=\"#return-footnote-235-76\" class=\"return-footnote\" aria-label=\"Return to footnote 76\">&crarr;<\/a><\/li><li id=\"footnote-235-77\">Carnegie, D., \u201cPresentation Tips from Dale Carnegie Training,\u201d Dale Carnegie, http:\/\/www.erinhoops.ca\/LobbyingHandbook\/Presentation_Tips.htm (accessed October 11, 2011). <a href=\"#return-footnote-235-77\" class=\"return-footnote\" aria-label=\"Return to footnote 77\">&crarr;<\/a><\/li><li id=\"footnote-235-78\">NASA Goddard Space Flight Center \u2013 <a href=\"https:\/\/www.flickr.com\/photos\/gsfc\/3468651131\">Earth Day Presentation<\/a> \u2013 CC BY 2.0. <a href=\"#return-footnote-235-78\" class=\"return-footnote\" aria-label=\"Return to footnote 78\">&crarr;<\/a><\/li><li id=\"footnote-235-79\">Iasted, \u201cMaking PowerPoint Slides\u2014Avoiding the Pitfalls of Bad Slides,\u201d http:\/\/www.iasted.org\/conferences\/formatting\/Presentations-Tips.ppt (accessed October 11, 2011). <a href=\"#return-footnote-235-79\" class=\"return-footnote\" aria-label=\"Return to footnote 79\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_235_1371\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_235_1371\"><div tabindex=\"-1\"><p>a group of people with complementary skills who work together to achieve a specific goal.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_235_1372\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_235_1372\"><div tabindex=\"-1\"><p>the manager is the team leader and is in charge of setting team goals, assigning tasks, and monitoring the team\u2019s performance.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_235_1377\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_235_1377\"><div tabindex=\"-1\"><p>the tendency to conform to group pressure in making decisions, while failing to think critically or to consider outside influences.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_235_1379\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_235_1379\"><div tabindex=\"-1\"><p>the process of transferring information from a sender to a receiver.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":30,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Teamwork and Communications","pb_subtitle":"Teamwork and Communications","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[],"contributor":[58],"license":[54],"class_list":["post-235","chapter","type-chapter","status-publish","hentry","contributor-mpauley","license-cc-by-nc-sa"],"part":412,"_links":{"self":[{"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/chapters\/235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/wp\/v2\/users\/30"}],"version-history":[{"count":26,"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/chapters\/235\/revisions"}],"predecessor-version":[{"id":1618,"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/chapters\/235\/revisions\/1618"}],"part":[{"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/parts\/412"}],"metadata":[{"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/chapters\/235\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/wp\/v2\/media?parent=235"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/pressbooks\/v2\/chapter-type?post=235"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/wp\/v2\/contributor?post=235"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/smallbusinessmanagement\/wp-json\/wp\/v2\/license?post=235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}