Saving my first kiss by lisa velthouse pdf

Research

SIXTH EDITION

Interpersonal Skills in Organizations

Suzanne C. de Janasz Karen O. Dowd Beth Z. Schneider

Interpersonal Skills in Organizations Sixth Edition

SUZANNE C. DE JANASZ, Ph.D. George Mason University, Virginia

KAREN O. DOWD, Ph.D. Simon Business School, University of Rochester, New York

BETH Z. SCHNEIDER, DBA McColl School of Business, Queens University of Charlotte, North Carolina

INTERPERSONAL SKILLS IN ORGANIZATIONS, SIXTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2015, 2012, and 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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ISBN 978-1-259-91163-7 MHID 1-259-91163-2

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Library of Congress Cataloging-in-Publication Data

Names: De Janasz, Suzanne C., author. | Dowd, Karen O., author. | Schneider,  Beth Z., author. Title: Interpersonal skills in organizations / Suzanne C. DeJanasz, Ph.D.,  IMD, Karen O. Dowd, Ph.D., Simon Business School, University of Rochester,  New York, Beth Z. Schneider, DBA. Other titles: Interpersonal skills in organisations Description: Sixth Edition. | Dubuque, IA : McGraw-Hill Education, 2019. |  Revised edition of the authors’ Interpersonal skills in organizations,  [2015] Identifiers: LCCN 2017058689| ISBN 9781259911637 (paperback) | ISBN 1259911632 Subjects: LCSH: Organizational behavior. | Psychology, Industrial. |  Interpersonal relations. | BISAC: BUSINESS & ECONOMICS / Training. Classification: LCC HD58.7 .D415 2018 | DDC 158.7—dc23 LC record available at https://lccn.loc.gov/2017058689

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites.

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Dedication

From Suzanne: To my father, Stan Cooper, who was a model of strength, courage, and perseverance; you are forever in my heart. To my children, Gabby and Alex, who have occasionally accompanied me around the world and are now (mostly) flying solo; I couldn’t be any prouder to be your mother and co-mentor. To my mom, Mary Cooper, who has embraced a new and exciting chapter. To Maury Peiperl, my co-author, collaborator, and partner; my life is infinitely more interesting and challenging (in a good way) with you by my side. To my friends, colleagues, and loved ones, who have been a source of inspiration, renewal, and support.

From Karen: To my brother Jim and brother-in-law Todd from whom I am learning much about the power of a positive attitude in the face of adversity. To my husband Tom without whom this book could not have been written. To my current and former students and colleagues from whom I learn about interpersonal skills each day.

From Beth: In memory of my mother, Dorothy Zuech, who was my sounding board and staunch supporter; I miss you every day. To my husband, Jeff, and my sons, Andrew and Nicholas, who are the joy of my life. To my current and former colleagues who inspire me to continuously search and push for positive change.

iv

About the Authors

Suzanne C. de Janasz, Ph.D., is currently a Visiting Professor of Management and Conflict Analysis and Resolution (a joint appointment) at George Mason University in Fairfax, Virginia. Previously, Suzanne served as the Thomas Gleed Distinguished Chair of Business Administration at Seattle University in Seattle, Washington, where she taught undergrad and MBA students, mentored junior faculty, and directed the Seattle branch of HERA (Her Equality Rights and Autonomy), a UK-based charity that empowers formerly trafficked or exploited women with career and entrepreneurship development and mentoring. Prior to coming to Seattle, Suzanne was Professor of Lead- ership and Organization Development at IMD in Lausanne, Switzerland, where she designed and delivered programs for mid-level and senior executives in global companies, specializing in leadership, negotiations, mentoring and careers, organizational development and change, creativity/innovation, work–life balance, entrepreneurship, and interpersonal/ managerial skills. The recipient of multiple teaching awards, including the 2017 Mid-Career Distinguished Educator Award from the OBTS Teaching Society for Management Educators and a Fulbright Fellowship (Warsaw University in Poland), Suzanne continues to teach executives around the world (on five continents!) for ESMT (Berlin, Germany) and other schools (e.g., IEDC in Slovenia, QUT in Australia). Suzanne’s research on mentoring, careers, authenticity, work–family conflict, and leadership appears in such journals as Harvard Business Review, Academy of Manage- ment Executive, Journal of Organizational Behavior, Journal of Vocational Behavior, British Journal of Management, Career Development International, and Journal of Management Education and features frequently in domestic and international newspapers, online pub- lications (she’s a featured blogger for Huffington Post), and radio programs. The sec- ond edition of her text Negotiation and Dispute Resolution (co-authored with Beverly DeMarr) will be published in early 2018. She regularly consults with a variety of global organizations, serves on the boards of several nonprofit organizations, and has held leadership roles in the Academy of Management (e.g., Careers Division Chair), the Southern Management Association, and the OBTS. After earning an undergraduate music degree from the University of Miami, Suzanne earned her MBA and Ph.D. degrees from the Marshall School of Business at the Uni- versity of Southern California (USC). Between the two degrees, she worked for five years as an organizational consultant in the aerospace industry. Karen O. Dowd, Ph.D., is Assistant Dean, Career Management and Corporate Engagement, Simon Business School, University of Rochester, New York. Dowd is an experienced teacher, writer, administrator, speaker, and consultant. Prior to the Univer- sity of Rochester, she was at the University of Denver, the University of Notre Dame, the Empower Group in New York City, and the University of Virginia. Dowd also taught at James Madison University, where she teamed with her co-authors and the Management Department to develop a required course in Interpersonal Skills that is offered to all undergraduate business students. Karen is the co-author, with Sherrie Gong Taguchi, of The Ultimate Guide to Getting the Career You Want (New York: McGraw-Hill, 2003). Karen earned her doctorate from the University of Virginia, her master’s degree from Indiana University South Bend, and her bachelor’s degree from Saint Mary’s College, Notre Dame, Indiana. She is a member of the National Associa- tion of Colleges and Employers and has served on the board of the MBA Career Ser- vices and Employers Alliance. Karen has conducted numerous management training programs on many of the topics addressed in this book and on career management for managers. Her research interests include skills sought by employers, faculty careers, career development, candidate selection, and career branding.

About the Authors v

Beth Zuech Schneider, DBA, is an Assistant Professor of Strategy at Queens University of Charlotte delivering courses in graduate and undergraduate strategy, entrepreneurship, and international business while managing the MBA program’s client consulting projects. Beth is an experienced professor and course administrator, having taught for several years at James Madison University, George Mason University, and WSSU prior to coming to the McColl School of Business at Queens. She earned her DBA from Durham University in England with a concentration in international strategy, her MBA from the University of Central Florida, and her BA from St. Bonaventure University. Beth is an experienced small business owner, having owned and managed businesses in the retail, restaurant, and mail-order catalog industries. She serves as a small business consultant and motivational speaker through her own business, CORE Consulting in Charlotte, NC. Beth’s consulting work focuses on assessing and integrating dynamic capabilities (quantitative and qualita- tive) for implementing sustainable change. She has delivered numerous presentations and workshops on skills and tactics for strategic implementation for organizational and per- sonal success. Beth’s publications and research interests are focused on strategic imple- mentation and leadership, international business strategy, cross-cultural management, entrepreneurship, and women’s workplace issues.

vi

Contents in Brief

Preface xiv Acknowledgments xxii Introduction 1

Unit 1 Intrapersonal Effectiveness: Understanding Yourself 1. Journey into Self-awareness 4 2. Self-disclosure and Trust 25 3. Establishing Goals Consistent with Your Values and Ethics 49 4. Self-management 76

Unit 2 Interpersonal Effectiveness: Understanding and Working with Others 5. Understanding and Working with Diverse Others 102 6. Listening and Nonverbal Communication 123 7. Communicating Effectively 142 8. Persuading Individuals and Audiences 162

Unit 3 Understanding and Working in Teams 9. Negotiation 192 10. Building Teams and Work Groups 233 11. Managing Interpersonal and Organizational Conflict 262 12. Achieving Business Results through Effective Meetings 291 13. Facilitating Team Success 314 14. Making Decisions and Solving Problems Creatively 338

Unit 4 Leading Individuals and Groups 15. Effective and Ethical Use of Power and Influence 368 16. Networking and Mentoring 387 17. Coaching and Providing Feedback for Improved Performance 423 18. Leading and Empowering Self and Others 458 19. Project Management 486

Index 511

vii

Contents

Preface xiv Acknowledgments xxii Introduction 1

Chapter 1 Journey into Self-awareness 4

What Is Self-awareness? 5 Why Is Self-awareness Important? 6 Lack of Self-awareness 7

Strategies for Gaining Self-awareness 7 Self-analysis 7 Behavior 7 Personality 8 Self-monitoring 10 Attitudes 10 Perceptions 11

Attribution Theory 13 Others’ Perceptions 14 Self-disclosure 14 Diverse Experiences 15

Summary 15 Key Terms and Concepts 15 Discussion Questions 16 Endnotes 16 Exercise 1–A: Journal Writing 18 Exercise 1–B: The Big Five Personality Test 18 Exercise 1–C: Selective Perception 20 Exercise 1–D: The Social Mirror 21 Exercise 1–E: Expanding Self-awareness 22 Exercise 1–F: Interpersonal Skills Checklist  23 Exercise 1–G: Reflection/Action Plan 24

Chapter 2 Self-disclosure and Trust 25

What Is Self-disclosure? 26 Why Is Self-disclosure Important? 26 Strategies for Self-disclosure 28 Concerns about Self-disclosure 29 The Role of Self-disclosure in Increasing

Self-awareness 31 What Is Trust? 32

Why Is Trust Important? 33 Concerns about Building Trust 33 Strategies for Building Trust 34 Organizational Trust-builders 35

A Note of Caution about Trust 35

Unit 1 Intrapersonal Effectiveness: Understanding Yourself

Summary 36 Key Terms and Concepts 36 Discussion Questions 37 Endnotes 37 Exercise 2–A: People Hunt 39 Exercise 2–B: Icebreakers 40 Exercise 2–C: Fishbowl 41 Exercise 2–D: Johari Window Questionnaire 41 Exercise 2–E: Circle of Friends 44 Exercise 2–F: Trust-building Activities 46 Exercise 2–G: Ideal Cards: A Self-disclosure

Activity 46 Exercise 2–H: Self-disclosure Poker 47 Exercise 2–I : Disclosure and Trust in Action 48 Exercise 2–J: Reflection/Action Plan 48

Chapter 3 Establishing Goals Consistent with Your Values and Ethics 49

What Is Goal Setting? 50 Why Is Goal Setting Important? 50 Key Behaviors for Effective Goal Setting 51 Clarifying Values 52 Writing Effective Goals 54 Overcoming Obstacles 55

What Are Ethics? 56 Why Are Ethics Important? 56 Ethical Strategies 57 Individual Ethics 58

Kohlberg’s Moral Maturity 58 Organizational Ethics 59

Ethical Decision Making 59 Benefits of Ethical Decision Making 60 Ethical Decision-making Strategies 60 Ethics-enhancing Tools 62

Summary 62 Key Terms and Concepts 63 Discussion Questions 63 Endnotes 63 Exercise 3–A: Values Inventory 66 Exercise 3–B: “This Is Your Life” 67 Exercise 3–C: Your Personal Mission Statement 67 Exercise 3–D: Personal Goal Setting 68 Exercise 3–E: Ethical Stance 70 Exercise 3–F: Evaluating Goals and Ethics 70 Exercise 3–G: Company Description 70 Exercise 3–H: Your Retirement Party 71 Exercise 3–I: Life Goals 72 Exercise 3–J: Career Assets 73

viii Contents

Exercise 3–K: Reflection/Action Plan 74 Exercise 3–L: What Does Social Responsibility

Feel Like? 75

Chapter 4 Self-management 76

What Is Emotional Intelligence? 77 Benefits of EQ 77 Improved Workplace Performance 78 Strategies for Increasing EQ 79

What Is Time Management and Why Is It Important? 80

Strategies for Time Management 81 What Is Stress Management and Why Is it

Important? 84 Strategies for Stress Management 85

Types of Stress 85 Individual Responses to Stress 85 Organizational Responses to Stress 86 Individual Responses to Stress 87

Overcoming Fear of Failure 90 Summary 91 Key Terms and Concepts 91 Discussion Questions 91 Endnotes 91 Exercise 4–A: Personal Time Management 94 Exercise 4–B: Assess Your Current Stress Level 96 Exercise 4–C: Project/Task/Life Planning 96 Exercise 4–D: Interviews with Three Business

Professionals 98 Exercise 4–E: Book Review 98 Exercise 4–F: Action Plan 98 Exercise 4–G: Reflection/Action Plan 99

Chapter 5 Understanding and Working with Diverse Others 102

What Is Diversity? 103 Why Is Diversity Important? 104 Individual Diversity Strategies 105

How to Gain Awareness 105 Reducing Your Prejudices and Use of

Stereotypes 106 Minimizing Miscommunication

with Diverse Others 106 Building Relationships with Diverse

Others 106 Organizational Diversity Strategies 106 Barriers to Accepting Diversity 107 Gender Diversity 108 Generational Diversity 110 Cross-cultural Diversity 111

Semantics and Connotations 111 Social Conventions 111

Unit 2 Interpersonal Effectiveness: Understanding and Working with Others

Nonverbal Communication 111 Cross-cultural Differences 111

Strategies for Addressing Cross-cultural Issues 112 For Individuals 112 For Companies and Organizations 113

Managing Organizational Diversity 113 Successful Strategies for Managing

Organizational Diversity Effectively 113 Summary 114 Key Terms and Concepts 115 Discussion Questions 115 Endnotes 115 Exercise 5–A: Personal Stereotypes 117 Exercise 5–B: Personal Biases and Stereotypes in

Employee Recruitment 118 Exercise 5–C: Diversity Squares 119 Exercise 5–D: Gender Stereotypes 120 Exercise 5–E: Diversity Awareness 121 Exercise 5–F: Dimensions of Diversity 121 Exercise 5–G: Empowering Others 122 Exercise 5–H: Reflection/Action Plan 122

Chapter 6 Listening and Nonverbal Communication 123

What Is Listening? 124 Why Is Listening Important? 124 Benefits of Active Listening 125

Active Listening and Organizations 126 Barriers to Effective Listening 126 Dealing with Anger and Emotion 128 Active Listening Strategies 129 What Is Nonverbal Communication? 130 Why Is Nonverbal Communication Important? 130 Nonverbal Communication Components 131 Barriers to Effective Nonverbal Communication 132 Nonverbal Communication Strategies 133 Summary 134 Key Terms and Concepts 134 Discussion Questions 134 Endnotes 135 Exercise 6–A: Listening via the Rumor Mill 136 Exercise 6–B: Active Listening 136 Exercise 6–C: Active Listening Techniques 138 Exercise 6–D: Conflict Redo 139 Exercise 6–E: Anger Redo 140 Exercise 6–F: Improving Nonverbal Observation

Skills 140 Exercise 6–G: Nonverbal Role-play 140 Exercise 6–H: Reflection/Action Plan 141

Chapter 7 Communicating Effectively 142

What Is Communication? 143 Why Is Communication Important? 143 Strategies for Effective Communication  143

The Communication Channel  143 Effective Media Selection 144 Information Richness and Media Selection 148

Contents ix

Barriers to Effective Communication 149 Information Overload 149 Emotions 150 Trust and Credibility 150 Time 151 Filtering 151 Message Incongruency 152

Assertive Communication 152 How to Communicate Assertively 153 Taking Responsibility and “I” Messages 153

Sending Messages Effectively 154 Summary 155 Key Terms and Concepts 155 Discussion Questions 155 Endnotes 155 Exercise 7–A: Completing the Channel—Two-way

Communication 157 Exercise 7–B: The Assertiveness Inventory 157 Exercise 7–C: Communication Styles 158 Exercise 7–D: Taking Responsibility 159 Exercise 7–E: Aristotle 160 Exercise 7–F: Reflection/Action Plan 161

Chapter 8 Persuading Individuals and Audiences 162

What Is Persuasion? 163 Why Persuasion Is Important 163 Overview of Theories of Persuasion 164 The Persuasion Process 165

Understand Others’ Motivations and Needs 166 Establish Credibility 167 Frame for Common Ground 169 Engage in Joint Problem Solving 170 Support Preferred Outcome with Logic

and Reasoning 171 Reinforce with an Appeal to Emotions and Basic

Instincts 171 A Word of Caution 173 Making Effective Presentations 174 Summary 176 Key Terms and Concepts 177 Discussion Questions 177 Endnotes 177 Exercise 8–A: Creating Consonance Out of

Dissonance 180 Exercise 8–B: Online Assessment: What Is Your

Influence Quotient? 180 Exercise 8–C: Debate Persuasions 181 Exercise 8–D: Persuasive PSA 181 Exercise 8–E: “I Deserve a Raise” Role-play 182 Exercise 8–F: Video Case: Applying the

Six Persuasion Steps 182 Exercise 8–G: Back to the Future 183 Exercise 8–H: Applying the Six Persuasion Steps to

Your Own Situation 184 Exercise 8–I: Understanding the Power of Leveraging

Basic Instincts 185

Exercise 8–J: Persuasion and Influence at the Movies 186

Exercise 8–K: Applying the ACE Theory 187 Exercise 8–L: Reflection/Action Plan 189

Chapter 9 Negotiation 192

What Is Negotiation and Why Is It Important? 193 Why Do We Negotiate? 193

Benefits of Honing Negotiation Skills 194 Integrative and Distributive Bargaining Strategies 197 Five Stages of Negotiating 198 Strategies for Negotiating Effectively 203

Scripting 203 Agenda Setting 203 Anchoring 204 Framing 205 Questioning 206 Summarizing 206 Managing 206

Additional Tips for Effective Negotiating 208 Emotions and Defensiveness in Negotiation 209 Integrity and Ethics in Negotiation 209 Special Situations in Negotiations 212

Third-party Negotiations  212 Multiparty and Team-based Negotiations 213 Virtual Negotiations 214 Global Negotiations 216

Summary 218 Key Terms and Concepts 218 Discussion Questions 219 Endnotes 219 Exercise 9–A: A Trip Down Memory Lane 223 Exercise 9–B: Case Study—Keeping Up

Appearances 224 Exercise 9–C: Thawing the Salary Freeze

(Video Case) 224 Exercise 9–D: The Car Swap 225 Exercise 9–E: Negotiation Role-play 226 Exercise 9–F: Negotiation Scripts 227 Exercise 9–G: Negotiating a Home Purchase 227 Exercise 9–H: Negotiating a Raise 228 Exercise 9–I: Going Across the Pond 228 Exercise 9–J: Sharing With and Learning From

Diverse Others 229 Exercise 9–K: The Right Team to Work With 229 Exercise 9–L: Negotiating in the Family Business 230 Exercise 9–M: Reflection/Action Plan 232

Chapter 10 Building Teams and Work Groups 233

What Is Teamwork? 234 Types of Teams 235

Cross-functional Teams 235 Self-managed Teams 236

Unit 3 Understanding and Working in Teams

x Contents

Task Force 236 Process Improvement Teams 236 Virtual Teams 237

Why Teams? 237 Benefits of Teams 237

Potential Limitations of Teams 240 Team Developmental Stages 242

Stage One—Forming 242 Stage Two—Storming 242 Stage Three—Norming 243 Stage Four—Performing 244 Stage Five—Adjourning 244

Characteristics of High-performance Teams 245 Tips for Effective Teams 247 Lessons Learned from the Trenches 248

Summary 252 Key Terms and Concepts 252 Discussion Questions 252 Endnotes 252 Exercise 10–A: Bridge Building 256 Exercise 10–B: A Team Exercise: What Did We

Learn? 256 Exercise 10–C: Map It Team Competition 256 Exercise 10–D: Conflict in Team Projects: Two Case

Studies 257 Exercise 10–E: Preventing and Resolving Self-limiting

Behaviors on Teams 257 Exercise 10–F: Case Study on Gaining Appropriate

Membership on Teams 258 Exercise 10–G: WebSolutions 258 Exercise 10–H: Reflection/Action Plan 261

Chapter 11 Managing Interpersonal and Organizational Conflict 262

What Is Conflict? 263 Why Is Conflict Management Important? 264 Sources of Interpersonal Conflict 266

Limited Resources 266 Differences in Goals and Objectives 266 Miscommunication 267 Differing Attitudes, Values, and

Perceptions 268 Style Differences 269

Conflict Management Strategies 270 Organizational and Interpersonal Techniques for

Preventing or Resolving Conflict 275 Organizational Strategies/Techniques 276

Creating/Maintaining a Culture of Openness 276

Involving Employees in Decisions That Affect Them 276

Ensuring Alignment of Organizational Systems 276

Offering Team Training and Team Building 277

Providing Diversity Training 278

Offering Conflict Management and Negotiation Training 278

Creating Psychological Safety 278 Individual Strategies/Techniques 279

Using Effective Communication 279 Managing Others’ Expectations 279 Focusing on Others First 280 Planning for and Having Difficult

Conversations 280 Summary 281 Key Terms and Concepts 281 Discussion Questions 281 Endnotes 281 Exercise 11–A: Conflict Assessment 284 Exercise 11–B: Conflict with Customers 285 Exercise 11–C: Conflict with the Boss 285 Exercise 11–D: Conflict on a Work Team 285 Exercise 11–E: Declining Sales: A Role-Play 286 Exercise 11–F: Resolving Conflict in Resource-Limited

Organizations: A Negotiation Exercise 287 Exercise 11–G: Who Is Responsible?

A Conflict Exercise 287 Exercise 11–H: Psychological Safety 288 Exercise 11–I: Having Difficult

Conversations 289 Exercise 11–J: Reflection/Action Plan 290

Chapter 12 Achieving Business Results through Effective Meetings 291

The Importance and Benefits of Meetings 292 Problems with Meetings 293 Strategies for Effective Meetings  295

Before the Meeting 295 Clarify the Purpose of the Meeting 295 Choose the Type of Communication

Mechanism for the Meeting 296 Decide Who Should Participate in the

Meeting 300 Develop a Plan for the Meeting 301

During the Meeting 302 Pay Attention to Process 302

After the Meeting and between Meetings  305 Summary 307 Key Terms and Concepts 307 Discussion Questions 307 Endnotes 308 Exercise 12–A: Committee Meeting 310 Exercise 12–B: Why Am I Here? 310 Exercise 12–C: Planning a Work

Team Meeting 310 Exercise 12–D: Using Agendas for Your Team Project

Meetings 311 Exercise 12–E: Case Study: What about Bob? 311 Exercise 12–F: Plan and Have a Meeting 312 Exercise 12–G: Virtual Meeting Gone Wrong 312 Exercise 12–H: Reflection/Action Plan 313

Contents xi

Chapter 13 Facilitating Team Success 314

What Is Facilitation? 315 Why Is Facilitation Important? 315 What Facilitators Do 316 Facilitator Skills and Behaviors 317 Key Facilitative Preventions 320 Key Facilitative Interventions 320 Identifying and Dealing with “Problem People” 326 Facilitation Tips 328 Some Barriers or Limitations to Facilitation 329 Summary 330 Key Terms and Concepts 330 Discussion Questions 330 Endnotes 330 Exercise 13–A: Case Study: Dealing with Team

Conflict 331 Exercise 13–B: Video Case: Twelve Angry Men 332 Exercise 13–C: Alternative Exercise for

Twelve Angry Men 333 Exercise 13–D: Intervention Presentation 333 Exercise 13–E: Facilitation Self-assessment 334 Exercise 13–F: Facilitating a Virtual Team 335 Exercise 13–G: Observing Group Process 335 Exercise 13–H: Reflection/Action Plan 337

Chapter 14 Making Decisions and Solving Problems Creatively 338

Why Is Decision Making Important? 339 What Is Decision Making?  339

A Decision-making Process  340 Step One—Identify the Core Issues  340 Step Two—Determine a Decision-making

Approach  340 Step Three: Generate Options? 341 Step Four—Research Options  341 Step Five: Evaluate Options? 341 Step Six—Reach a Decision 342 Step Seven—Implement and Monitor the

Decision 344 What Kind of Decision Maker Are You?  345

Collaborative Decision Making 345 What Is Problem Solving?  347 Why Is Problem Solving Important?  348 Problem-Solving Techniques  349

Brainstorming 349 Using Affinitizing to Synthesize

Brainstormed Ideas 350 Building Consensus through Multivoting 350

What Is Creativity and Why Is It Important?  352 Strategies for Increasing Creativity in Problem

Solving 353 Some Methods for Generating Novel Ideas 354 Management’s Role in Supporting and

Stimulating Creativity 355 Strategies for Increasing Individual

Creativity  357

Summary 358 Key Terms and Concepts 358 Discussion Questions 359 Endnotes 359 Exercise 14–A: Decision-making Matrix  361 Exercise 14–B: Weighted Average Decision

Making  362 Exercise 14–C: Brainstorming—A Warmup 363 Exercise 14–D: Collaborative Problem Solving  363 Exercise 14–E: Corporate Crime: A Problem-solving

Exercise 363 Exercise 14–F: What’s Old Is New  364 Exercise 14–G: Sensing Creativity  364 Exercise 14–H: Reflection/Action Plan 365

Chapter 15 Effective and Ethical Use of Power and Influence 368

What Is Power and Why Is It Important?  369 Position or Formal Power 369 Person or Informal Power 370

What Is Organizational Politics and Why Is It Important? 371

Engaging in Organizational Politics: Considerations 373

Analyzing Yourself 373 Reading Others 374 Assessing the Organization 374 Choosing Wisely 375 Managing Impressions 376 Managing Information 376

Ethical Issues in Organizational Politics 378 Keeping Organizational Politics in Check 378 Summary 379 Key Terms and Concepts 379 Discussion Questions 380 Endnotes 380 Exercise 15–A: Assessing Your Power to Influence 382 Exercise 15–B: Power and Its Consequences  383 Exercise 15–C: Recognizing Your Power Bases 383 Exercise 15–D: Politicking—What’s My Angle?  384 Exercise 15–E: “Powers” of Observation  385 Exercise 15–F: Reflection/Action Plan  385

Chapter 16 Networking and Mentoring 387

What Is Networking? 389 The Importance and Uses of Networking 389

Networking within an Organization 389 Networking to Find a Job or Change

Careers 390 Other Uses of Networking 392

Developing an Appropriate Mindset for Networking 393

Unit 4 Leading Individuals and Groups

xii Contents

Barriers to Networking 394 Strategies for Building an Effective Network 395 Before, During, and After a Networking Meeting 397 What Is Mentoring? 399

Benefits of Mentoring 400 The Importance and Changing Nature

of Mentoring 402 Qualities of an Effective Mentor 406 How to Find a Mentor 406 Challenges and Limitations of Mentoring 407

Summary 409 Key Terms and Concepts 409 Discussion Questions 410 Endnotes 410 Exercise 16–A: Your Personal Network 414 Exercise 16–B: Networking Scorecard 415 Exercise 16–C: Networking Scenarios 416 Exercise 16–D: It’s a Small World 417 Exercise 16–E: The 30-Second Commercial 417 Exercise 16–F: It’s Not What You Know . . . It’s Who

You Know: A Hands-on Networking Exercise 418 Exercise 16–G: Online Mentoring 418 Exercise 16–H: Is Mr. Miyagi a Good Mentor? 419 Exercise 16–I: How Would You Mentor João? 420 Exercise 16–J: On Becoming a Master Mentor . . . 421 Exercise 16–K: Reflection/Action Plan 422

Chapter 17 Coaching and Providing Feedback for Improved Performance 423

What Is Coaching? 424 The Importance and Benefits of

Coaching 425 Skills and Characteristics of Effective Coaches 426

Effective Coaching Behaviors 428 The Coaching Process 429 Counseling 430 Helping Others Set Goals 431

What Is Feedback? 432 Why Giving Job Feedback Is So

Important in Organizations 433 Why Feedback Is Important for Individuals 433 Sources of Feedback 434

Others 434 The Task Itself 434 Self 435

Characteristics of Effective Feedback 435 Specific 436 Nonpersonal 436 Work Related 436 Documentable 436 Descriptive 436 Nonprescriptive 436 Timely 436 Frequent 437 Purposeful 437 Constructive and Balanced 437

In the Appropriate Setting 437 Interactive 437

Challenges in Providing Feedback 437 Tips for Preparing and Leading a Feedback

Session 438 Tips for Receiving Feedback 439 Asking for Feedback 440

Summary 441 Key Terms and Concepts 441 Discussion Questions 441 Endnotes 441 Exercise 17–A: Coaching Clinic 444 Exercise 17–B: Coaching Circles 445 Exercise 17–C: Coach Me Through It  446 Exercise 17–D: Helping Others Set Goals—Modeling

Exercise  446 Exercise 17–E: Giving Positive Feedback 447 Exercise 17–F: Peer Feedback 448 Exercise 17–G: Practicing Giving Performance

Feedback  455 Exercise 17–H: Giving Self-feedback  456 Exercise 17–I: Reflection/Action Plan  457

Chapter 18 Leading and Empowering Self and Others  458

What Is Leadership? 459 Characteristics of Effective Leaders 460 Leaders versus Managers 462 Self-leadership 462

What Is Empowerment? 463 Why Is Empowerment Important? 464 Benefits of Empowerment 465 Disadvantages or Costs of Empowerment 467 To Empower or Not to Empower? 468 Implementing Empowerment 470 Self-empowerment 472

Empowerment through Effective Delegation 473 Benefits of Delegation 473 Challenges in Delegating 474 Activities Included in Delegation 474 A Process for Effective Delegation 475

Summary 476 Key Terms and Concepts 476 Discussion Questions 476 Endnotes 476 Exercise 18–A: Do You Know an

Effective Leader?  479 Exercise 18–B: How Is Your

Self-leadership? 480 Exercise 18–C: It’s “Plane” to Me 481 Exercise 18–D: Case Study: “Am I the

Manager?” 481 Exercise 18–E: Do You Feel Empowered? 482 Exercise 18–F: Delegating Tasks  483 Exercise 18–G: In Their Own Words  484 Exercise 18–H: Reflection/Action Plan  485

Contents xiii

Chapter 19 Project Management 486

What Is Project Management? 487 Why Project Management? 487 Benefits of Project Management 488

Managing the Project 491 Eight Steps to Managing Projects 492

Step One—Define Project Objectives and Scope 492

Step Two—Determine Project Participants and Stakeholders 494

Step Three—Develop a Time Line or Work Plan 495

Step Four—Establish Checkpoints and Control Mechanisms 497

Step Five—Identify and Obtain Necessary Resources 497

Step Six—Determine How Project Results Will Be Measured 498

Step Seven—Set Up an Ongoing Communication System 498

Step Eight—Debrief and Evaluate the Process and Results at Project End 499

Project Management Tools 500 Summary 503 Key Terms and Concepts 503 Discussion Questions 503 Endnotes 503 Exercise 19–A: Fishing for a Cause 506 Exercise 19–B: Team Project Worksheet 506 Exercise 19–C: Personal Project Time Line 507 Exercise 19–D: Ace the Project 508 Exercise 19–E: R&D Project Planning 508 Exercise 19–F: Product Recall 508 Exercise 19–G: Tools of Project Management 510 Exercise 19–H: Reflection/Action Plan 510

Index 511

xiv

Preface

Birth of an Idea While we were all teaching at James Madison University, a group of executives, who served as the College of Business dean’s board of advisors at the university, identified a critical ingredient missing in most business school graduates. The executives found that while students were technically competent—they could read a balance sheet, do a mar- ket analysis, and develop cash flow projections—many graduates lacked interpersonal skills or the ability to work effectively with others. The executives created a wish list of “soft skills,” faculty were hired, and the Interpersonal Skills course was born. Since that time, thousands of students have taken part in this required undergraduate course. In the beginning, the cadre of faculty dedicated to this course selected two books and additional readings to support the course objectives. In response to student and recruiter feedback, we improved continuously both the content and delivery of the course. One such improvement stemmed from students’ concerns that the books were inadequate for a variety of reasons. We agreed and continued to search for a book that met our needs. Frustrated with our inability to find the interpersonal skills text for our particular audience, we decided to write it.

As our colleagues and students have heard about this book, a common response is not simply “Where can I buy this book,” but “My boss could use this—can you send him (or her) a copy?” The truth is this book is very relevant to a variety of readers. While it was written primarily with an undergraduate student audience in mind, it is also used, in whole or part, in corporate training programs. Each of the authors is experienced working with graduate students, adult learners, working managers, and senior executives. In addi- tion to our current teaching and research responsibilities, one or more of us has been a management consultant, a corporate trainer, an internal organization development consul- tant, an assistant dean at a top-tier graduate business school, or a small business owner. Because of the depth of experience we offer, we are convinced that the material, with slight modification, is very appropriate for graduate students, adult learners, and managers as well as for undergraduate students. In short, this book is appropriate for anyone who wants to improve his or her ability to interact with others in the workplace.

A Unique Focus on Developing Managerial and Interpersonal Skills In this textbook we have included certain design elements in order to:

■ Offer a variety of activities and experiential elements to meet many types of instructional needs.

■ Provide coverage of areas such as diversity, project management, facilitation, and personal goal setting, which are sometimes missing or limited in other textbooks.

■ Maintain an academic standard appropriate for an undergraduate audience; yet with minor adjustments the material can be utilized at a graduate or professional training level.

■ Use direct and action-oriented language in order to blend academic research with practical application for each skill set.

“I Want to Buy This Book for My Boss”

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Some texts focus solely on managerial skills but provide little if any assistance in help- ing the reader understand how understanding him- or herself (intrapersonal effective- ness) relates to interpersonal and managerial effectiveness. The premise and sequencing of our book is that for students to be successful as managers in business, they must first have a solid understanding of self and how the self interacts with others to facili- tate organizational success. The chapters and units are designed to be interchangeable so they can be easily rearranged and presented to fit many types of courses. Accord- ingly, we incorporate information on personal qualities needed for success in business and provide personal examples throughout the book focusing on family and other rela- tionships alongside professional examples focusing on the workplace.

Our book offers a balance between theory and application. The skill sets addressed in this book are timeless. We don’t focus on fads but on tried-and-true principles that are proven to help individuals succeed in organizations. In our experience, students and managers benefit by having some conceptual background on the topic of interpersonal skills but relate best to practical information that can be applied immediately to school, job, or team settings. Providing tips and techniques as well as conceptual grounding based on academic research motivates the reader to learn a particular skill. Some popular interper- sonal skills texts provide substantial theoretical and conceptual grounding of each skill area covered and are written primarily for a graduate audience rather than for undergrad- uates or working managers. In each chapter, we strike a balance by providing both suffi- cient conceptual material and applied material appropriate for use in real-life personal, academic, and professional situations, using conversational, user-friendly language.

We have included a number of topics that are covered minimally, if at all, by other textbooks. Reviewers who have read our manuscript report that our treatment of topics such as self-disclosure and trust, aligning goals with personal values, stress and time management, conveying verbal messages, dealing with anger, listening as a skill in itself, diversity, nonverbal communication, ethical decision making, and negotiation are more thorough than what exists now. Other topics such as project management, facilitation, and problem solving are new and not addressed substantively in other books. Although some of these topics may deal with more advanced interpersonal skills, these chapters can be important for individuals who gain greater experience in their professional lives as well as impactful for graduate level students.

In addition to the latest thinking about each of the topics covered, we provide different types of exercises at the end of each chapter that have been tested in the workplace or classroom and evaluated positively by both undergraduate and graduate students as well as working managers. The variety of exercises accomplishes several objectives. First, the instructor can accommodate multiple learning styles by fashioning a subset of exercises appropriate for a particular audience. “One size does not fit all.” Second, the combination of experiential and reflective exercises helps give students concrete experience, feedback, and an opportunity to reflect on ways to improve their current skill level. These activities help you create an experiential learning environment that encourages learning through doing. Our experiential focus will allow you to further engage younger learners who tend to prefer and respond more positively to active learning. Finally, in an age when virtual and distance education are increasingly popular, the numerous observational and reflec- tive exercises can facilitate learning even in settings that lack face-to-face interaction.

Why Focus on Interpersonal Skills? The need to focus on improving interpersonal skills is recognized by more than busi- ness school faculty, deans, and executive advisory groups. In a recent survey by the TRACOM Group, more than 80 percent of people identified communication or

Emphasis on Both Personal and Professional

Balance between Theory and Practice

Coverage of Different Topics or More Thorough Coverage of Existing Topics

Focus on Experiential Learning

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interpersonal skills training as important for leadership development, and 55 percent said bosses needed to improve these skills.1 The “top 10 skills for the workplace” from the World Economic Forum future job skills report were all intrapersonal or interper- sonal skills; #1 problem solving, #3 creativity, #5 coordinating with others, #6 emo- tional intelligence, #7 decision making, and #9 negotiation, which are all covered in this textbook. Studies also have shown that interpersonal or “soft skills” are extremely important for entry-level success, and the lack of interpersonal skills may be the major reason highly qualified professionals are not promoted.2 The rise of teamwork in con- temporary organizations has increased the need for every employee to work effectively with and through others. Individuals on work teams need to be able to communicate and collaborate effectively with others whose personalities, approaches, and work styles may differ greatly. In addition, as power to make decisions and implement solutions is transferred down the condensed hierarchy to nonsupervisory employees, the ability to marshal needed resources in the absence of power or authority makes interpersonal and managerial skills more critical than ever. Even those in leadership positions need to be skilled on the softer side of management along with having the right knowledge and experience. The Bloomberg Job Skills Report (2016) showed qualitative skills such as communication, creativity, and leadership dramatically outshine quantitative skills as the most desired by MBA recruiters but sadly were the least commonly available.3

Organizations are looking for employees with outstanding interpersonal skills to help them remain flexible and viable in today’s competitive workforce. Organizations are profoundly affected by interpersonal interactions within and between employees, cus- tomers, suppliers, and other stakeholders. The more effective the relationships and interpersonal communications are, the more productive for the organization and the individuals.4

According to Harvard professor Robert Katz, three types of managerial skills are necessary: conceptual, technical, and interpersonal. As one moves through the manage- rial layers, the need for technological and conceptual skills changes, whereas the need for interpersonal skills remains proportionate for all managerial levels: lower, middle, and top.5 Improving interpersonal skills goes beyond the classroom and the boardroom; the lessons learned can have broad applications in helping individuals to better deal with problems and conflicts with family and friends.6 Interpersonal skills help individu- als initiate, build, and maintain relationships—in both personal and professional life.