CMN 3V FINAL

contigency approach (ch. 7)

"best" leadership is FLEXIBLE changes from one situation to the next whether a task-oriented approach or a relationship-oriented style is most effective depends on: 1. leader-member relations 2. task structure 3. leader's power p. 192

workplace dignity (ch.5)

(Self-explanatory af) person's ability to gain sense of self-respect and self-esteem from their job and to be treated respectfully by others

conducting a meeting (ch. 8)

(p. 220-230) BEGINNING THE MEETING: -identify goals, background info, how team can help, time constraints, and preview of meeting CONDUCTING BUSINESS IN THE MEETING: -parliamentary procedure: set of rules that governs the way groups conduct business/make decisions, use this when decisions will interest external audience, require critical thinking, or when emotions are likely to be strong -order of business: 1) reading of the minute 2) reports 3) unfinished business 4) new business -group participation: take turns, use questions (refer p.223 for types of questions) -keep track time -relevancy challenge: ask a member how what they're speaking of is relevant to discussion -positive tone -ask questions/paraphrase for understanding -pay attention to cultural factors CONCLUDING THE MEETING -close meeting when scheduled closing time has arrived, when group lacks resources to continue, or when agenda is finished/covered -signal when time is up -summarize meeting's accomplishments/future actions -thank them FOLLOWING UP MEETING -meeting minutes: written record of major discussions held/decisions made/action items assigned -action items: specific tasks assigned during course of a meeting -build agenda next meeting -follow up on other members -take care of own action items

(week 4) on average, a resume is reviewed about 45 seconds before it's chopped

--SHORT AF --you have 45 sec or less to stand out --therefore, work to highlight most impressive elements --too much info may not even be enough/good

toxic people (week 5)

--defy logic --some of blissfully unaware of the negative impact they have --others seem to derive satisfaction from being toxic --> stress!!! (note: studies have shown that stress can have a negative impact on the brain, leading to your body and performance to suffer stress that you are used to probably is not a problem BUT, it is the unexpected sources of stress that surprise/harm you)

(week 4) Resume Format

1. BE CONSISTENT -- don't make hiring manager decipher the layout of resume - make it easy to read! 2. TEMPLATES ARE OKAY -- use templates as starting guides --change up the templates 3. NAME OF ORGANIZATION(S), YOUR ROLE, DATE RANGES SHOULD HAVE SAME FORMAT --specific font, font weight, font size, etc. for each title/category (Helvetica Bold, 12 pt for org name, Helvetica Italic, 12 pt for date ranges, etc.) 4. FORMATTING RULES -- 11 to 12 pt font ONLY --preferably professional, easy to read font like Times New Roman/Arial 5. YOUR RESUME CAN HAVE DELINEATED SECTIONS THAT HIGHLIGHT SKILLS --Sections such as (if you're a student, you should use these sections in this order which is a REVERSE CHRONOLOGICAL ORDER): 1. Education 2. Relevant Skills 3. Experience 6. DO NOT PUT AN OBJECTIVE (IMPORTANT BECAUSE SHE EMPHASIZES THIS) --this eats up valuable space on resume --THIS SHOULD BE ON COVER LETTER INSTEAD --old-fashioned 7. USE BOLD, ITALICS, AND BULLET POINTS, BUT SPARINGLY/CONSISTENTLY --be careful with using too many types/accents because IT CAN BE READ AS GIBBERISH/NOT UNDERSTOOD BY RESUME-READING SOFTWARE 8. NO FIRST-PERSON PRONOUNS -- me, my, I, we, our, etc.

(week 4) STRONG RESUMES ARE:

1. CONSISTENT 2. ACCURATE 3. AVOIDS SLANG AND ABBREVIATIONS (it's NOT BECAUSE they assume you don't know the slang, it's because very often resumes go through a READING PROGRAM that MAY NOT UNDERSTAND THE ABBREVIATIONS/SLANG, OR the resume may be run through the HUMAN RESOURCES DEPARTMENT who won't be as knowledgeable/updated on the slang) 4. CHECKS SPELLING/GRAMMAR --remember this reflects you --have someone review ----------------------------------- ADDITIONAL POINTS 1. USE PROFESSIONAL EMAIL --example: "[email protected]) 2. WHEN POSSIBLE, DESCRIBE YOUR WORK USING THE SAME TERMINOLOGY AS YOUR EMPLOYER DOES --don't assume they will know what you're talking about/things are the same --if you use different terminology to describe the same thing, the HR department or software may not recognize

Stages in Group Problem Solving (ch. 8)

1. Orientation phase (forming) --when members don't know each other, so won't take strong positions 2. Conflict phase (storming) --members take stands, defend, make disagreements 3. Emergence phase (norming) --end disagreement, solve problem 4. Reinforcement phase (performing) --endorse decision

(week 4) Best Hires are Based On:

1. PERFORMANCE 2. RELIABILITY 3. MOTIVATION --realize that new employees may perform, but they're not reliable or motivated --BUT EMPLOYERS WANT ALL ALL THREE ITEMS --employers are ALWAYS TAKING RISKS --think about what employers want

tips to delivering bad news (week 5)

1. PREPARE YOURSELF EMOTIONALLY --take time to calm down, especially if you're feeling anxious or stressed --calmly and clearly state the news --practice, consider what this means to your audience --consider how they may react --how can you make this easier for them? 2. IDENTIFY SOLUTIONS --don't just show up with problems --bring solutions! --try to bring a few solutions to help 3. CONSIDER THE SETTING AND TIMING OF MESSAGE --you want to be timely but don't ambush someone --LOCATION: choose one where the person is more comfortable/safe to react, won't be embarrassed in front of others, etc. select an appropriate setting (NOT IN THE BREAK ROOM) --TIMING: find a time when the audience can focus on your message, normal working hours are best --DELIVER THE NEWS IN PERSON, email/text are not appropriate 4. ENSURE THAT YOU ARE GENUINE --be compassionate, employ active listening --"I understand that this makes you angry" --take responsibility for your actions if you do have some fault 5. TRY TO FOCUS ON THE POSITIVE --BUT be careful --"now we have an opportunity to give this project more time and effort!" --NOT "I like your shirt"

(week 4) Resume Content

1. STAR METHOD (see other card on STAR) 2. BENEATH EACH EXPERIENCE ENTRY, INCLUDE AND ACCOMPLISHMENT STATEMENT --BEGIN WITH ACTION VERB!!! ("managed a team of five students" "created a programming language") 3. HIGHLIGHT THE MOST SALIENT POINTS OF YOUR PAST POSITION --read the information provided to you from the internship and career center at Davis to ensure you craft a well-worded and impactful accomplishment statements for each experience entry 4. ACCOMPLISHMENT STATEMENT EXAMPLE --BEFORE: "served as a treasure of my fraternity" (doesn't explain what he did, doesn't explain if you were accomplished, uses first-person) --AFTER: "Maintained accurate account of income and expenditures for 150-member chapter. Allocated funds to projects and activities within budgetary constraints. Increased fundraising for philanthropic ventures." (descriptively breaks down role, provides important info through STAR METHOD, impact is clear/descriptive/verifiable

(week 4) Crucial Tips on Resumes/Cover Letters

1. The resume really ISN'T about you --LET THEM KNOW HOW YOU HAVE THE ABILITY TO MEET THEIR NEEDS AND SOLVE THEIR PROBLEMS --Know your audience/their needs --Do research in advance --What can you do for them? 2. Present yourself, skills, and qualifications in a way that's relevant to a future employer --QUANTIFY your achievements/experience --Emphasize results/benefits to organization --Align with industry/position --present achievements in terms of RESULTS/BENEFITS to your PAST EMPLOYERS (how did you help previous employers succeed?)

raising difficult issues (ch.5) (important?)

1. USE DESCRIPTIVE "I" LANGUAGE --"you" language: accuses receiver --"i" language: focuses on speaker, descriptive statement ("I'll get in trouble for a bad report. We need a better one.") 2. FOCUS ON SOLVING PROBLEMS, NOT CONTROLLING OTHERS --problem-oriented messages: aim at solving both persons' needs 3. BE HONEST, DON'T MANIPULATE 4. SHOW CONCERN FOR OTHERS 5. DEMONSTRATE AN ATTITUDE OF EQUALITY 6. KEEP AN OPEN MIND (p. 115-116)

approaches to conflict (ch. 5)

1. avoiding (can be a good choice) 2. accommodating (giving up your original position to solve it, if it promotes harmony/you're wrong) 3. competing (only way to teach goals is to overcome one another) 4. collaborating 5. compromising: EACH PARTY SACRIFICES SOMETHING TO GAIN AN AGREEMENT p.129-131

planning the interview (for both interviewee/interviewer) (ch. 6)

1. define the goal, don't be vague (represent myself well in interview vs. persuade interviewer I am the best candidate for this position) 2. analyze and identify other party 3. prepare a list of topics 4. choose best interview structure --structured interview: standardized list of questions that allow only limited range of answers, no follow-up --unstructured interview: interviewer has goals/areas in mind but no list of questions, flexible --moderately structured interview: combines the two, prepare list of topics/major questions/possible follow-ups, well-suited for most interviews 5. consider possible questions (but don't ask leading questions that has the expected answer within the question) 6. arrange the physical setting (no distractions, distance, etc.

planning a problem-solving meeting (ch. 8)

1. figure out when to hold meeting (consider job capacity, interdependence of tasks, if there's more than one decision/solution, misunderstandings, etc.) (p. 215-216) 2. set an agenda (AGENDA: list of topics to be covered in meeting), includes time/location, items/goals, background information, participants, etc. (p. 217-219)

dealing with incivility/bulling (ch.5)

1. negotiate with offender 2. appeal to a third party 3. back off 4. reframe your thinking

giving praise (ch. 5)

1. praise promptly 2. make praise specific ("good job on handling that complaint" vs. "you really kept cool, clam, and collected when the customer complained!") 3. praise progress, not just perfection 4. praise intermittently 5. relay praise 6. praise sincerely

(week 5) when dealing with a toxic coworker, one should NOT --forgive and forget --retaliate --go straight to HR when the problem begins --all of the above

ALL OF THE ABOVE

Groups vs. Teams ch. 7

All teams are groups, but not all groups are teams GROUPS: --members primarily concerned with their won challenges/goals --members produced individual products --work shaped by manager TEAMS: --members primarily focus on team challenges/goals --members produce COLLECTIVE products --work shaped collectively by team leader/members TL;DR: teams are more collective/collaborative (ch. 7 , p. 188)

decision-making methods

CONSENSUS: collective group decision that every member supports, has broadest support but takes time/cooperation MAJORITY VOTE: requires support from most members, quick but may not be the best for small groups MINORITY DECISION: few members make a decision that affects whole, frequently the case for business situations EXPERT OPINION: single person has knowledge/skill to make decision AUTHORITY RULE: designated leader makes final decision

How to deal with toxic people (week 5)

CONTROL WHAT YOU CAN AND ELIMINATE WHAT YOU CAN'T 1. SET LIMITS (especially with complainers) --there's a fine line between being sympathetic and listening to their negative shit --a great way to do it is TO TURN IT AROUND ON THE COMPLAINER (ask them: how will they solve the problem?) they will either calm down or be productive 2. RISE ABOVE IT --good mental strategy is to practice emotional detachment --try not to get sucked in --DISTANCE yourself from toxic people EMOTIONALLY, and RESPOND ONLY TO THE FACTS 3. STAY AWARE OF THEIR EMOTIONS --recognize when it happens --sometimes it's best to give yourself time to deal with them (example: a crazy coworker approaches you, sometimes the best way to approach is to "smile and nod" and give yourself to plan the best way to deal with them, don't react in the moment!) 4. SET BOUNDARIES --think rationally --once you rise above a person, you come to learn of their behavior --this will let you think rationally of when and where you have to put up with them (and when you don't) --set boundaries, set where and when you engage with a toxic person, you'll have control of the situation --literally imagine a wall between you and the other --surround yourself with friendlier people 5. MANAGE YOUR OWN HAPPINESS --have self-worth come from within --don't have to compare yourself to others --try taking criticism with a grain of salt (don't take it THAT seriously) 6. FOCUS YOUR ATTENTIONS --create a sense of personal efficacy (produces positive emotions, reduces personal stress) --where you focus your emotion determines your emotional state --FOCUS ON ACTIONS/SOLUTIONS, NOT THE PROBLEMS --> personal efficacy 7. FORGIVE DON'T FORGET --protect yourself from future harm --let go to move on, BUT it doesn't mean you will give that toxic person another chance --protect yourself from any more possible issues --just remember that this person has been toxic in the past and consider in future interactions 8. AVOID NEGATIVE SELF-TALK --sometimes you absorb the negative activity from others --negative self-talk is unrealistic, unnecessary, and self-defeating --intensify the positive! --say "i'm not a bad person" **but, KNOW WHEN MENTAL STRATEGIES ALONE ARE NOT ENOUGH --if a toxic person is harassing you, preventing you from doing work, etc. you NEED TO MOVE FORWARD WITH MORE ACTION (discuss with boss, discuss with HR manager, friend, etc.) --WORK TOWARD A STRONG MENTAL ATTITUDE (try not to care about people who mistreat you)

interviewing ethics (ch. 6)

FOR THE INTERVIEWER: 1. make promises you are able to keep 2. keep confidences 3. allow interviewee to make free responses 4. respect interviewee FOR INTERVIEWEE: 1. don't misrepresent facts 2. don't waste interviewer's time 3.

types of roles (ch. 7) (important)

FUNCTIONAL ROLES: involves functions that are necessary for the team to do its job TASK ROLES: accomplish job at hand RELATIONAL ROLES: help keep the interactions between members running smoothly look at chart pls p. 198-199

types of interviews (ch. 6) (important, focus on employment interview)

INFORMATION-GATHERING INTERVIEW more as a process, defined goals/outcomes, choosing the right interviewee CAREER RESEARCH INTERVIEW type of informational interview in which you meet with someone who can provide information that will help you define/achieve your career goals (example: nicole interviews a ux designer), good for networking/personal contacts, remember to thank/follow-up on interviewees EMPLOYMENT INTERVIEW how a candidate will fit a job tips: 1. clean up online identity (social media) 2. conduct background research on organization 3. contact potential employers 4. prepare for possible interview formats --PANEL REVIEW (multiple interviewers) --STRESS INTERVIEW (evaluate behavior under pressure) --AUDITION INTERVIEW (demonstrate skills) --BEHAVIORAL INTERVIEW (past experience is best predictor of future performance) 5. think constructively 6. dress appropriately/act professionally 7. anticipate key questions 8. respond to employer's needs/concerns 9. be honest 10. emphasize the positive 11. back up answers with evidence 12. keep answers brief (keep answer under 2 minutes) 13. be enthusiastic 14. have your own questions 15. rehearse 16. follow-up interviewer

types of meetings (ch. 8)

INFORMATION-SHARING MEETINGS: regular meetings, exchange information PROBLEM-SOLVING/DECISION-MAKING MEETINGS: take action RITUAL ACTIVITIES: more like a social function, like having a meeting at a bar VIRTUAL MEETINGS: teleconferences (meetings through phone call) or videoconferences (self-explanatory)

Offering and Responding to Criticism (ch. 5) (important)

OFFERING CONSTRUCTIVE FEEDBACK: 1. choose most credible critic 2. make sure criticism is appropriate to critic's role 3. limit criticism to one topic 4. make sure the criticism is accurate 5. define problem clearly 6. show your criticism can benefit recipient 7. acknowledge the positives 8. deliver feedback PRIVATELY 9. allow enough time 10. avoid sounding/looking judgmental 11. listen to other person 12. calm/professional RESPONDING TO CRITICISM 1. SEEK MORE INFORMATION (ask for examples/clarification, paraphrase, ask what they want) 2. AGREE WITH CRITICISM (agree with facts, agree with critic's perception, emphasize areas of common ground) 3. WORK FOR A COOPERATIVE SOLUTION (ask for chance to state your point of view, focus on solution, don't find fault) p. 116-120

stages of interviewing (ch. 6)

OPENING greeting each other, building rapport, explaining reason for interview/what info is needed/ground rules BODY INTERVIEWER: control/focus the conversation, listen actively, use secondary questions for important info INTERVIEWEE: listen actively, give clear/detailed answers, answer the question being asked, correct misunderstandings, cover your own agenda/goals CLOSING review/clarify results of the interview, establish future actions, conclude with pleasantries

types of power (ch. 7) (important)

POSITION POWER: ability to influence that comes from the position one holds (workers do things for you simply because you're the boss) COERCIVE POWER: the power to punish (workers do things because you may punish them) REWARD POWER: ability to reward (workers do things because you'll reward them) REFERENT POWER: power is based on how workers feel about leader regarding respect, attraction, liking (workers do things for you because you're attractive and nice) INFORMATION POWER: power is based on the information a leader possess (workers do things for you because you have valuable information to the team) CONNECTION POWER: member's influence/power comes from their connections with important people (workers do things for you because you're friends with CEO of Facebook) p. 196-197)

negotiating (ch. 5)

PREPARING 1. clarify your interests/needs 2. consider best time to raise the issue 3. consider cultural differences 4. prepare your statement ---------------------------- CONDUCTING 1. identify the ends both parties are seeking 2. brainstorm a list of possible solutions 3. evaluate alternative solutions 4. implement and follow-up on solution

(week 4) STAR METHOD

S--SITUATION T--TASKS A--ACTIONS R--RESULTS --helps craft content for your EXPERIENCE SECTION --good because it forces you to think about how your experience can benefit an employer

sexual harassment (ch. 5)

TWO TYPES: 1. QUID PRO QUO: "this for that", includes directly/indirectly threatening not to promote someone who won't date you or implying employment depends on sexual favors 2. HOSTILE WORK ENVIRONMENT: verbal/nonverbal behavior that has intention or effect of interfering with someone's work or creating intimidating/offensive/hostile environment ("babe", "hunk", invasion of space) Avoid sexual harassment problems by: 1) not tolerating it, 2) training to everyone, 3) carefully examining day-day interactions, 4) enlisting male employees who are supportive of stopping harassment Respond to sexual harassment by 1) understanding policies/resources available to you 2) you may be entitled to legal protection 3) consider dismissing the incident if you feel it doesn't interfere with your work/yourself 4) keep record of incident for possible future action 5) write personal letter to harasser 6) ask a trusted third party to intervene 7) use company channels 8) file legal complaint p.124-125

what interviewer looks for on certain interview questions (ch. 6)

WHY SHOULD WE HIRE YOU? --list strengths/qualifications, show how they will help you perform the job WHY DO YOU WANT TO WORK HERE? --show how your experience and qualifications match company's needs TELL ME ABOUT YOURSELF --explain skills/experiences that show what you can contribute to organization

things to consider when deciding on a decision-making method

What type of decision is being made? How important is the decision? How much time is available? What are the personal relationships among members?

work group ch. 7

a small, interdependent collection of people with a common identity/shared purpose who interact with one another, usually face-to-face over time, to reach a goal ch. 7

resume (week 4)

a summary of your experiences/skills relevant to the field of work you're entering --AN ACCOMPLISHENT-DRIVEN MARKETING TOOL THAT SPEAKS FOR YOU Most employers spend SECONDS going through these, so try to keep it at 1 page Goal of any good resume is to show you are a qualified candidate and a good match Steps 1. How can I target my resume to the position I'm applying for? 2. Prepare an inventory of your own skills, accomplishments, where you are in your education, what are you goals and experiences as they relate to this specific position? RESEARCH THE POSITION, THE COMPANY, THE INDUSTRY THE COMPANY OPERATES Do the research so that you're able to tailor your resume WHAT SHOULD YOU KNOW FOR THE POSITION? NECESSARY SKILLS DESIRED QUALIFICATIONS REQUIRED EDUCATION WORK EXPERIENCE Writing your story Targeting the resume Researching the industry What are the openings WHAT DO YOU DO IF YOU DON'T HAVE A SPECIFIC POSITION, OR THEY HAVEN'T PUT ANYTHING OUT THAT GIVES YOU ALL THAT INFORMATION? Requires you to do a little more research to figure out WHAT DO THE POSITIONS THAT THEY HAVE LOOK LIKE IN TERMS OF NECESSARY SKILLS, ETC.

Groupthink (ch.7)

an unwillingness, for the sake of harmony, to examine ideas critically excessive conformity is BAD characteristics: 1. illusion that group is invulnerable 2. tendency to rationalize/discount negative information 3. willingness to ignore ethical/moral consequences of team's decisions 4. stereotyped views of other teams 5. team pressure to conform 6. self-censorship 7. illusion of unanimity 8. "mindguards" against threatening information p. 206

most frequent interviewee mistakes (ch. 6)

answering phone/texting appearing uninterested dressing inappropriately appearing arrogant talking negatively about current/previous employers

Bona Fide Occupational Qualification (BFOQ) (ch. 6)

any question asked must be job related several ways to answer an unlawful question: 1. answer without objection 2. seek explanation 3. redirection (shift answer toward job requirements) 4. refusal

Norms are informal unstated rules about what behavior is appropriate. It is also true that some norms _____________________________. --are closely tied to positional power roles --operate like hidden agendas --are similar to team goals --are difficult to establish when members come from different backgrounds

are difficult to establish when members come from different backgrounds tips for understanding norms: 1. create desirable norms early in a team 2. comply with established norms whenever possible

___________ is an approach to conflict that usually carries long-term costs but a short-term benefit

avoidance

trait approach (ch. 7)

belief that all leaders possess common traits that lead to their effectiveness traits such as attractiveness, sociability, intelligence, etc. DOES NOT PREDICT LEADERSHIP

win-lose approach (ch. 5)

common negotiating strategy, based on assumption only one side can reach goals/win and the other will lose lose-lose can arise when competitors try to gain an advantage at each other's expense win-win: everyone's satisfied

emotional intelligence and social intelligence (ch. 5)

describes ability/skills of interacting well with others can determine job performance better than IQ p.110

You've just received bad news and feel it's unjust news. You should immediately: --react at the news --cry or yell at the meeting --go home --excuse yourself if needed to gather your composure and finish out the day

excuse yourself if needed to gather your composure and finish out the day

Conflict (week 5)

exists when one person has a need of another and that need is not being med most common way people deal with conflict is by AVOIDING IT, but DENIAL is one of the most common problems when it comes to resolving conflict RESOLUTION OF CONFLICT STARTS FROM THAT DEFINITION 1. Express the need 2. Find out if the need can or cannot be met --yes: resolution --no: negotiate or management of conflict *if the conflict gets to difficult, get a NEUTRAL MEDIATOR to help mediate dispute *UNMET NEED --> MANAGEMENT OF CONFLICT people who skip step 1/2 have an unmet need = conflict Management of Conflict: sulking, crying, withdrawing, getting sick, gossiping, backstabbing, getting angry, etc.

designated leader (ch. 7)

has formal authority/responsibility to supervise task at hand

team ch. 7

has the attributes of a group, BUT has qualities that make them more satisfying to work in/more productive they have: --clear/inspiring shared goals --results-driven structure --competent team members --unified commitment --collaborative climate --standards of excellence --external support/recognition --principled leadership (skim this) ch. 7

virtual teams (ch. 7)

interact and function without being in the same place at the same time, through technology, more efficient, levels status differences ch. 7, 189

tips of receiving bad news (week 5)

know that we've all been there! it's important because you'll explain your previous conflicts in interviews sometimes 1. LEARN FROM THIS --feedback is valuable! --sometimes it can help you question where you are in life 2. EXCUSE YOURSELF IF NEEDED --don't react during the meeting --stay at work --give yourself time to react away from the workplace --don't leave early, continue the day as normally as you can 3. TAKE TIME TO RESPOND --reflect, then decide --sometimes it's okay that you don't know how to respond --"this is surprising news, I may need some time to think about this. I will let you know in a few days perhaps." 4. MAKE A PLAN --identify --find solutions --outline steps

emergent leader (ch. 7)

may be chosen by the members of a group either officially or informally method of residues: process of elimination in which potential candidates are gradually rejected for one/some reasons until one remains p. 194

Which of the following is a decision-making method? --using meeting minutes --minority decision --message toggling --enhanced productivity

minority decision

Retro Report Lecture (week 5)

more women are coming forward now, but in the past, they didn't know what to call it 1970s--officially named it as sexual harassment 1990s--bringing it into the open today--holding people accountable today, example: firing harvey weinstein for sexual harassment ---------------------------- 1970s --american workplace was changing, many women joining workplace, many women fired/rejected after rejecting men's advances --Lin Farley wrote Sexual Shakedown: The Sexual Harassment of Women on the Job and coined the term sexual harassment --Eleanor Holmes Norton was a civil rights advocate, first woman to head Equal Employment Opportunity Commission, crafted first set of guidelines to define sexual harassment in workplace -------------------------------------- 1986 --Supreme Court made a landmark ruling that sexual harassment in the workplace is a form of discrimination, against the law ------------------------------------ 1991 --ANITA F. HILL: University of Oklahoma Law Professor, information was leaked about her regarding her sexual harassment years ago as an employee of Judge Clarence Thomas, leaked during senate elections? --people tended to believe Thomas, and he won (due to an all-male senate) --more women come forward, linked to the Hill-Thomas hearings DESPITE Hill's obvious cost of going public despite telling the truth ----------------------------------- TODAY --major positions today are now receiving consequences --Harvey Weinstein, for example --GRETCHEN CARLSON: former Fox news anchor who sued Roger Ailes for sexual harassment, received $20 million settlement/apology from Fox news, and this led to many women coming out --when sexual harassment allegations come out, the public outcry is so intense that some corporations are forced to take actions/get rid of the problem --one way that companies cover up problems is by forcing employees to resolve disputes privately, rather than in court --another way: paying the victim not to saying anything

team vs. individual performance (ch.7)

p. 186 chart

enhancing creativity / systematic problem solving (ch. 8)

p. starting at p. 234ish 1. brainstorming: an approach that encourages free thinking, minimizes conformity 2. nominal group technique: generates a greater number of high-quality, has five stages (1. anonymously write ideas, 2. ideas are posted, 3. members discuss them, 4. members rank them, 5. then discuss) 3. reflective-thinking sequence, problem solving approach --1. define problem --2. analyze problem --3. establish criteria for a solution 4. generate possible solutions 5. decide on solution 6. implement the solution 7. follow up on solution

Rick is constantly badmouthing the company he works for to Lanette. He often recommends Lanette look for another position that is "better for her skill set and more in line with her values." What Rick is engaging in called _________________.

peer-influence exit tactics

hidden agendas (ch. 7)

personal goals that are not made public NOT necessarily harmful, can be beneficial or not affect team at all some team members announce personal goals, some don't p.201-202

Jingwen is really well liked in her department. She is attractive, kind and therefore very popular. As a result, she is often voted to lead team projects. Jingwen provides an example of __________ power. --position --referent --connection --expert

referent

______________ was a strategy described as a means of moving problem-solving meetings toward constructive solutions and away from defensive and/or hostile meetings. --parliamentary procedure --agenda-setting --brainstorming --reframing

reframing

style approach (ch. 7)

regards how a leader's way of communicating increases effectiveness communicative/managerial styles: 1. authoritarian (using power to control) 2. democratic (inviting members to make decisions) 3. laissez-faire (leader gives up power, transforms group into equals, leaderless)

two types of HARMFUL CONFORMITY (ch.7)

risky shift and groupthink

Parliamentary Procedure

set of rules that governs the way groups conduct business/make decisions, use this when decisions will interest external audience, require critical thinking, or when emotions are likely to be strong ch. 8

understanding sexual harassment (week 5)

sexual harassment: defined as unwelcome verbal, visual, or physical conduct of a sexual nature that is severe or pervasive and affects working conditions or creates a hostile working environment VERBAL --comments on clothing, body --gender based jokes --sexual favors, innuendos --sexual questions on personal life VISUAL --drawings, posters, screensavers, etc. of sexual nature PHYSICAL --assault --blocking movement --inappropriate touching --sexual gesturing --staring/leering ----------------------------- TWO TYPES OF S.H.: 1. QUID PRO QUOTE ("this for that") occurs when jobs seizes job rewards or gives punishments to force employee into sexual relationship/act 2. HOSTILE WORK ENVIRONMENT conduct that unreasonably interferes with work performance or creates intimidating, hostile, or offensive work environment For both types, employees must prove that the conduct was offensive to someone, not necessarily the intended victim of harassment ----------------------------------- 2 CONDITIONS THAT DETERMINE LIABILITY FOR EMPLOYERS 1. The employer knew or should have known about the harassment 2. The employer failed to take appropriate corrective action ------------------------------------ training program/clear procedure for reporting harassment claims can shield employers from expensive, stressful lawsuits

team goal vs. individual goal (ch. 7)

skim this

action items

specific tasks assigned during course of a meeting (ch. 8)

Life Cycle Theory (ch. 7)

suggests a leader's concern for tasks and relationships ought to vary example: worker with low readiness to work needs TASK-STYLE LEADERSHIP p. 193

self-directed work teams (ch. 7)

team members are responsible for managing their own behavior to get a task done

cohesiveness (ch.7) (important)

the degree to which members feel part of and want to remain with the team, attraction to one another --> collective identity cohesiveness is good BUT NOT ALL COHESIVE TEAMS ARE PRODUCTIVE 7 FACTORS OF COHESIVENESS: 1. shared/compatible goals 2. progress towards goals 3. shared norms/values 4. minimal feelings threat among members 5. interdependence among members 6. competition from outside the team 7. shared team experiences p.205-206

incivility (ch. 5)

the exchange of seemingly inconsequential, inconsiderate words and deeds that violate the conventional standards of workplace conduct mild, unintentional compare this to workplace bullying p.120-121

risky shift (ch.7)

the likelihood of a group to take positions that are more extreme than the members would choose on their own taking unjustified risks, suffering the costs OR avoiding steps p.207

categories of conflicts (ch.5)

the topic at hand: conflicts with the current subject, such as resources, scheduling, budgeting, etc. the process: issues on HOW to do something relational issues: how they treat each other, control/affinity/respect ego/identity issues: when a person feels that their face/identity is threatened

organizational climate (ch.5)

underlying nature of relationships in work groups has a powerful effect on performance, linked to productivity/job satisfaction/employees' willingness to express dissent p. 111

Leader-Member Exchange (LMX) Theory (ch. 7)

views leadership as a collection of multiple relationships with members, each one unique BASIC PREMISE: all leaders have limited amount of time/energy, therefore cannot give each member equal resources communication in LMX: positive, reinforcing, support statements, coaching, joint decision making p. 194

workplace bullying (ch.5) (important?)

while incivility is mild/unintentional, bullying is more intense, malicious, ongoing, damaging comes in several forms: aggression: controlling with fear/intimidation, threats, etc. criticism: nit-picking to destroy target's confidence deviousness: passive-aggressive, dishonest, indirect (talking shit behind their back) gatekeeping: controlling resources needed to succeed p.121

meeting minutes

written record of major discussions held/decisions made/action items assigned ch. 8