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COMM 311: Business Communication > MIDTERM > Flashcards

MIDTERM Flashcards

1
Q

what is an interview?

A

A form of oral interaction structured to achieve a goal.

It is structured, it is goal oriented, it is role directed.

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2
Q

what are the 3 types of interviews?

A

information gathering
appraisal interview
persuasive interview

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3
Q

information gathering interview

A

Focused, structured conversation

Goal is to seek out important info from another person

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4
Q

appraisal interview

A

Between superior and an employee

Goal is to share and discuss info about job performance

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5
Q

persuasive interview

A

Structured conversation intended to influence
Attitudes, beliefs, behaviors
Used by salesmen

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6
Q

interview components

A

Preparing the interview
Structuring the interview
Conducting the interview
Interviewing responsibilities

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7
Q

two types of goals in interviews

A

Primary goal: The main objective in the interview.

Secondary goal: Objectives that help you to achieve your primary goal.

  • Task goal: Asking and answering questions in a clear, concise, and thoughtful manner.
  • Relational goal: Using interpersonal skills to be perceived as attractive and believable.
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8
Q

interview responsibilites

A

-State your purpose in advance
-Allow the interviewee to make un-coerced responses
-Ask unbiased questions
-Avoid unlawful questions
>How old are you?
>Are you married?
>What is your ethnicity?
-Convey honest, accurate information
-Respect confidentiality

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9
Q

person focused leader

A

A leader who values getting to know people on a personal level.

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10
Q

task focused leader

A

A leader who values work over the person.

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11
Q

upward communication

A

communication from employees to managers

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12
Q

horizontal communication

A
  • Communication between peers working at the same level in an organization
  • Be aware of the “grapevine”
  • Info here is often valued as much as info from direct supervisor
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13
Q

downward communication

A

communication that flows from managers to employees

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14
Q

delegation

A

assignment of task/project to an employee

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15
Q

DRGRAC Method of Delegating

A 
Desired results
Guidelines
Resources
Accountability
Consequences
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16
Q

outward commuication

A

communication between service provider and customer

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17
Q

interdependence

A

You tend to have conflict with people with whom you depend on for something

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18
Q

An expressed struggle

A

Conflict only occurs once frustrations are expressed.

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19
Q

Perceived incompatible goals

A

Conflict arises due to perceived incompatibilities in personal desires.

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20
Q

Perceived scarce rewards and resources

A

Conflict often occurs because people do not think they are “getting enough”

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21
Q

conflict styles

A 
Avoider
Accommodator
Competitor
Collaborator
Compromiser
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22
Q

Avoider

A

Low concern for task, low concern for people. Manage conflict by avoiding it.

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23
Q

Accommodator

A

Low concern for task, high concern for people. Manage conflict by giving in

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24
Q

Competitor

A

High concern for task, low concern for people. Manage conflict by being pushy

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25
Q

Collaborator

A

High concern for task, high concern for people. Manage conflict by working with others.

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26
Q

Compromiser

A

Moderate concern for task, moderate concern for people. Manage conflict by giving up something in exchange for another person doing the same.

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27
Q

Managing Conflict Conversations–PUGSS

A
  • Describe the problem
  • Achieve understanding
  • Identify goals
  • Brainstorm solutions
  • Select the best solution
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28
Q

negotiation

A

exchange of proposals and counterproposals as a means of reaching a satisfactory settlement to a conflict.

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29
Q

Negotiating strategy

A

the overall approach taken in an exchange of proposals and counterproposals during a negotiation of a settlement to a conflict.

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30
Q

negotiating win win solutions

A

Separate the people from the problem

Focus on interests, not positions

Invent proposals that are mutually beneficial

Use objective criteria to evaluate proposals

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31
Q

Listening has five stages:

A

Selection—focus on one sound while sorting through competing noise
Attending—focus on a specific message
Understanding—assign meaning to the verbal and nonverbal messages you’re receiving
Remembering—ability to retrieve messages from memory
Responding—let people know whether you understood their message and validate/acknowledge them personally

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32
Q

Studies have shown a significant increase in listening comprehension when we can

A

SEE AND HEAR

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33
Q

To listen well you must simultaneously

A

listen for main ideas and listen for details
link details with main message ideas
listen actively

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34
Q

Active listening

A

Give full attention to listening when others are talking
Focus on what is being said
Spend energy participating in speaking-listening exchange

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35
Q

Involved listening

A

Give attention to speaker’s words and intentions
Reflects on messages
Participates in speaking-listening exchange
Some direct eye contact, alert posture

36
Q

Passive listening

A

Receives information as though being talked to
Does not participate as equal partner in speaking-listening exchange
Assumes that responsibility for communication success resides with the speaker
Usually attentive but seldom expends much energy in the process

37
Q

Detached listening

A

Withdraws from the speaking-listening exchange
Inattentive, uninterested, restless, bored, easily distracted
Slumped posture, bored demeanor, no eye contact

38
Q

Responding with verbal messages

A

Let speaker know you understand
Let speaker know you need clarification
Let speaker know you’re interested and need more info
Let speaker know that you want him / her to continue
Let speaker know that you want to say something

39
Q

Responding with nonverbal messages

A

Preferred in certain situations—board meeting
Visual and aural cues
Body lean, head nods, taking notes, eye contact

40
Q

Responding with empathetic messages

A

Ask appropriate questions
Paraphrase message content
Paraphrase emotions

41
Q

helping others select your messages

A

move closer to the other person
make information useful
adapt message to others’ beliefs

42
Q

Helping others attend to your messages

A

make messages novel, concrete, and moderate length

43
Q

Helping others understand your messages

A

fit messages into an existing schema
develop a new schema
use listener’s frame of reference

44
Q

Helping others remember your messages

A

use redundancy, memory joggers, use principle of primacy and recency

45
Q

Helping others respond to your messages

A

Encourage questions—ok to interrupt

Encourage note taking

Encourage nonverbal responsiveness

46
Q

Denotative meaning

A

Literal, dictionary definition of a word

47
Q

Connotative meaning

A

Interpretation of a word based on personal experiences

48
Q

concrete messages

A

Something that can be experienced with one’s senses

-use specific words

49
Q

Concise Messages

A

communication must be devoid of unnecessary words that confuse and clutter the message

  • use simple words
  • reduce unnecessary info
  • communicate solutions
50
Q

Relevant Messages

A

messages that others perceive to satisfy their own needs and goals

  • explain usefulness of info
  • use other-focused vs self-focused messages
  • use familiar examples
51
Q

Descriptive Language

A

messages that others perceive to satisfy their own needs and goals

  • Use “I’ instead of “you”
  • Solve problems rather than control others
  • Be genuine rather than manipulative—honest and sincere
52
Q

Characteristics of nonverbal communication

A

nonverbal messages convey feelings, form relationships, express truth, are culture bound

53
Q

Displaced point pattern

A

meetings start on time (USA)

54
Q

Diffused point pattern

A

relaxed view of time (GREECE)

55
Q

Experiencing sexual harassment—three components

A

Recognize when verbal / nonverbal messages / behaviors cross over into being sexual or sex-based

Observe when verbal / nonverbal messages / behaviors are deliberate and / or repeated

Sexual harassment is not welcome, not asked for and not returned

56
Q

Quid pro quo harassment

A

actual or threatened use of rewards or punishment

57
Q

Hostile environment sexual harassment

A

unwelcome conduct of a sexual nature that interferes with ability to perform your job

58
Q

Social style

A

pattern of communication behaviors observed by others

59
Q

types of social style

A

Assertiveness and Responsiveness

60
Q

quadrants of social style

A

Amiable
Analytical
Driver
Expressive

61
Q

Awareness of your social style allows you to

A

adapt

Style flexing

62
Q

Style flexing

A

process of adapting your comms style to how others communicate

63
Q

Frederick Taylor motivation method

A

Reward and punishment

One best way

He employed time and motion studies

Importance of the proper selection of workers

Importance of training workers

Inherent differences between managers and workers

64
Q

Max Weber motivation method

A

Organizations are structure by rules and regulations

Driven by people who have legitimate authority to control and direct people’s behaviors

Clearly defined hierarchy

Clear division of labor

Centralization of power and authority

Bureaucracies are “closed systems”

The importance of rules – codified for everything

Function of authority

65
Q

Basic concept of the human relations approach

A

People are influenced by more than just power, money, position
Humans influenced by working conditions and how they are treated

66
Q

Abraham Maslow

A

Social psychologist
Developed a theory regarding basic human needs
(maslow’s hierarchy of needs)

67
Q

The Hawthorne Effect

A

From 1924 to 1933, a number of research investigations were conducted at the Western Electric Company’s Hawthorne plant in Illinois.
Led by Elton Mayo of Harvard University, the research looked at how changes in the work environment would impact the productivity of factory workers.
The goal of the research was to validate the classical organizational approach, i.e., Frederick Taylor’s time and motion studies for maximum efficiency.

68
Q

The Illumination Studies

A

Two groups of workers were isolated. For one group, the control group, the lighting was held constant. For the other group, the experimental group, the lighting was systematically reduced until workers were laboring in near darkness
Unusual Results: Productivity went up for both groups under all conditions.
Hmmm…these results confounded the conventional wisdom of COT.

69
Q

Relay Assembly Studies

A

Six women who assembled telephone relay systems were isolated, and a number of changes were introduced, including incentive plans, rest pauses, temperature, humidity, work hours and refreshments.
Productivity skyrocketed.
“Social satisfactions arising out of human association in work were more important determinants of work behavior in general and output in particular than were any of the physical and economic aspects of the work situation.”

70
Q

Interview Program

A

Interviewers found workers more interested in talking about feelings and attitudes.

Mayo and colleagues concluded that the major findings of the study was that many problems of worker-management cooperation were the results of the emotionally based attitudes of workers rather than of the objective difficulties of the situation.

71
Q

conclusion of Hawthorne Effect

A

Worker output was increased through the working of informal social factors.
Conclusion: Productivity is a function of social factors and the satisfaction of the human needs of workers.

72
Q

Human resources approach

A

People are resources who can be full partners in contributing to a team or organization

Employees as individuals with feelings and emotions
Employees have intellectual resources to accomplish tasks
Emphasizes BOTH the task and the people who do the work
Differences among approaches

73
Q

critical factors of organizational culture

A

Created through communication—rules, assumptions, values shared via interaction among employees
Communicated explicitly and implicitly—written policies, WOM and example
Includes multiple factors—written policies, stories, metaphors, ceremonies, artifacts
Multilayered and multifaceted—employees vs. managers
Changes over time—new policies, new technology, new managers

74
Q

Nature of Communication

A

Communication is process of acting on information

Making sense of the world and sharing that sense with others

75
Q

Human Communication

A

creating meaning through verbal / nonverbal messages

76
Q

leadership

A

Process of influencing others to achieve goals through verbal and nonverbal messages

77
Q

Trait approach

A

Psychological and physical attributes

78
Q

Functional approach

A

Leaders exist to perform essential functions

Task functions—help get the work done

Process functions—encourage amiable relationships; establish a positive work climate

79
Q

Styles approach

A

Authoritarian leaders—give orders, seek to control
Democratic leaders—consultation with group before issuing edicts
Laissez-faire leaders—hands-off, laid back, influence when necessary

80
Q

Situational approach

A

Adopt leadership approach according to the current situation
Crises—quick-thinking, decisive leadership
Routine events—back off and let people do their jobs

81
Q

Transformational approach

A

Influence people to see the future in new ways
Develop shared vision
Energize / realign culture
See / embrace the possibilities

82
Q

Servant approach

A

Work to meet the needs of others while continuing to focus on the organizational goals
Altruism—sacrifice for others
Skillsets—listening, empathy, healing, mediating
Ends do not justify the means
Outcome is important BUT so is the means to achieving it

83
Q

Principles of leading others

A

Principle #1—leaders are aware of their communication with themselves and others

Principle #2—leaders effectively use and interpret verbal messages

Principle #3—leaders effectively use and interpret nonverbal messages

Principle #4—leaders listen and respond thoughtfully to others

Principle #5—leaders appropriately adapt messages to others

84
Q

Interpersonal communication

A

Communication that occurs when two people interact to mutually influence each other
Usually used to manage relationships

85
Q

Use media rich if:

A

Message is complicated and prone to confusion / misunderstanding
Message is very important—raises, layoffs
High potential for conflict—reorganization, mergers
You need immediate feedback

86
Q

Use media lean if:

A

Info is routine and noncontroversial
You will follow-up with face-to-face later
You need to get the word out immediately
The message is very simple / straightforward and you have great relationships with the audience

COMM 311: Business Communication (1 decks)

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