How will you influence people to strive willingly for group
objectives in your organization( target based industry)?
Apply your interpersonal influence through communication
process towards attaining your specialized goals?



How will you influence people to strive willingly for group objectives in your organization( targe..

Answer / ashok

THIS EXERCISE INVOLVES FOUR ELEMENTS.
1.SETTING OBJECTIVES.
2.MANAGING BY INFLUENCE
3.MANAGING ''CHANGE''
4.MANAGING BY COMMUNICATION.
=============================================
1.SETTING OBJECTIVES.
Stating Objectives
OBJECTIVES are something that you will try to make happen
in the future. Since that's a ways down the road it's good
to get some check‑points along the route. Once your
OBJECTIVES are approved, it's important to make a plan to
reach them.

Taking one step at a time is best. Reaching each step shows
you're making progress and can give you a feeling of
success. This will help keep you going even though there may
be problems.

Your plan works like a map and has specific statements
(objectives). Objectives describe short term steps which
must be reached along the route to your OBJECTIVES.
Objectives tell who is responsible to do what by when and
how it will be done.

It's also important to identify ways to find out if progress
is being made on objectives. State things in a way that
permit you to know when they've been accomplished.

Write down your objectives, and the steps you plan to take
to reach them. It doesn't have to be a big deal. It's been
found that you are more likely to follow your plan if you
have it written down. Also, it's important to check your
plan with your superior so that you are sure it's okay. By
doing this you also can get your superior's support in
carrying out your objectives.

OBJECTIVES can be of great value in day‑to‑day efforts. If
your goals are not clear you may get blamed or punished for
not doing something you didn't know you were responsible
for. You also might spend time on low priority tasks or work
that you enjoy doing instead of things that are important to
your superior and your organization.



The Role of Expectations

What you expect of your employees and what your people
expect of themselves has a great deal to do with how they
perform. Low OBJECTIVES mean low expectations and low
achievement. Low expectations result in individuals having
lower expectations of themselves in their ability to reach
OBJECTIVES.

How hard someone will work to reach a goal depends on how
important that goal is to them. It also depends on whether
or not they believe they can achieve it. People have
expectations of themselves. Others also have expectations
for them. It's been proven that people rise or fall to the
level set for them by people who are important to them.


To get the best from your employees you need to expect the
best. You must be reasonable and keep your expectations in
line with their ability to produce. Since people are
different, you will have to take the strengths and skills of
each individual into account. Goals should be high enough to
challenge the employee but not so high that they can't be
reached. People should be encouraged to stretch, but only as
far as they can be successful. Once challenging goals have
been set your workers will need your support, help,
encouragement, and coaching.

Goals and objectives should be worked out with the employee.
Listen carefully to the individual's hopes andplans and, as
much as you can, include these in the objectives. State what
is expected clearly and specifically. Include signs of
progress such as quantity and quality of output. These are
called performance standards, certainly not a new idea. Make
sure there is agreement on the goals, objectives, and
standards. Everyone should be expecting the same things.
Such understanding will encourage workers to go ahead
comfortably.

People are more willing to have high expectations of
themselves when they can take reasonable risks. They need to
be fairly certain they will be successful and be assured
that if they fail, after making a real effort, they won't be
punished. Failing or making mistakes, while giving things a
hard try, should be seen by all as learning experiences. The
failure should not be seen by you, fellow workers, or the
individual as affecting their value as a person or an
employee, Having this attitude will encourage individuals to
move ahead toward their objectives with confidence. They
will take reasonable chances to stretch themselves and not
worry about being punished or seen as unworthy.

Research shows that motivation is highest when the risk
factor is about 80/20 ‑ when the chances of succeeding are
high. Of course the amount of risk seen as reasonable
depends on how secure and confident the individual is. The
risk factor should be tailored to the individual. Some
respond very well to such challenges. It gets their juices
flowing. Others may be a bit timid about taking chances so
they will be more cautious about setting high expectations
for themselves.


SUMMING UP.

Here are some actions you can take as a manager to make
setting goals and objectives a successful experience.



1.Have clear goals and objectives Yourself and share them
with your employees.


2.Plan jointly with your employees. Include their
work‑related goals and expectations in the overall goals for
the work group.

3.Check to see that work group goals fit with organizational
purposes.

4.Make sure goals are worthwhile, measurable, and realistic.

5.Be certain that objectives state who, what, when,and how.

6.Make plans to move step‑by‑step toward the objectives.
Watch for the blocks which may have to be faced and think
about ways to get around them.

but reasonable, expectations.

8. Treat honest failures and mistakes as learning
experiences. Make certain that the employees' self‑worth
doesn't suffer.
================================================================
MANAGING BY INFLUENCE
Leadership is the total effect you have on the people and
events around you. This effect is your influence. Effectiv
leading is being consciously responsible for your
organisational influence.

AUTHORITY AND INFLUENCE

Managers/Supervisors can accomplish results in one or two
ways: through

1. Authority -the right or power to command thought,
opinion or behaviour

or through

2.Influence ‑the power to produce results without the
direct use of force or command

SIX STEPS TO EXPANDING YOUR INFLUENCE

Leadership is the total effect you have on the people and events
around you. This effect is your influence. Effective leading is
being consciously responsible for your organisational influence.
The steps to expanding your influence involve an
understanding of
the separation between authority and influence, followed by an
examination of your present leadership impact.

Step 1: Compare Your Influence to Your Authority

To have the ability to manage by influence, you must distinguish
between the effect of your authority and the effect of your
influence. When you find that your influence is less than your
authority and responsiblity, you're in trouble. Your
organisation
has escaped from your control.

This may explain the Peter Principle, which says you rise to
your
level of incompetence. Because most managers advance on the
basis
of their personal strength and technical abilities, they can
manage
a small group by hands‑on management, and still reamin
techncally
strong. Thier personal supervision is enough to keep the group
under control. As they succeed and get promoted, they reach
a point
where they can't personally oversee all the work of the larger
group.

Now they need to rely on management skills. Yet, in many cases,
these business strengths have not been fully developed and
there's
no time to stop and build them. So these managers forge ahead ‑
with their organizations slightly out of control.
These managers have authority and responsibility, but not
enough
influence. Often, they just try to exert more authority. If
you've
done this, you know it simply doesn't work beyond a certain
point.
You become a juggler, throwing more balls into the air moment by
moment. But the time soon comes when you must can't handle any
more. Then it's t‑ime to begin managing by influence.

Step 2: Use Influence Without Authority

Let's take a closer look at authority and influence to find out
what really gets the job done. Managers are often uncertain
about
how they get results. Having authority clouds the issue, yet
some
might think that enough authority can get the job done
regardless
of influence.

A good salesman assumes he has 100% influence as he meets with
a prospect. But suppose he doesn't make the sale. How much
influence did he have? You might say "none" or "not enough".
When
he goes into the next prospect of f ice, how much

influence does a good salesman assume he has? Again, 100
percent!
Why? Because, since he has no authority, he's forced to rely
once
more on his influence. It wouldn't make any sense for him to
assume
he has no influence. If he did that, he might as well stay home.

Managers, on the other hand, do have authority and often
attempt to
manage using only their authority. In fact, some managers
act as if
they have no influence, just authority. They go out and
wield only
their authority. And if a little doesn't work, they try wielding
more.


Step 3: Recognise that your Influence can undermine your
authority

A company, call it Shoe World of Sydney, hired a new manager for
one store ‑ thereby giving him authority to manage the
store. Robyn
Williams, the firm's General Manager, found that every time
the new
manager, Peter, had a problem, he would call her. She would
solve
the problem, and he would carry out her solution perfectly. The
only catch: he wasn't solving problems without her.

Soon, Robyn realized whe had an extra drain on her ‑ Peter
and his
problems. She started to think she had made a mistake in hiring
Peter and considered replacing him. If he couldn't do the
job she
had given him, he was no help to her. She was going to tell him
about her unhappiness, but after some thought, decided to try a
different tactic.

On Peter's next call about a problem, Robyn asked how he
would solve
it. He advised an answer that she thought would work, and
she told
him to go ahead with it. Robyn was delighted. The next time he
called, she did the same thing, and it worked again. After
two more
weeks of this, Peter stopped calling on her to solve problems.
Robyn gained respect for Peter and several months later she
asked
him why he was calling her so much at first. He told her, "On my
first day, you told me, 'Anytime you have a problem, call me.' I
did, and you seemed very happy to solve the problem. I
called again
and you acted pleased about being directly involved, so I
kept on
working with you that way. I thought that's what you wanted.
I was
going to suggest that I make more decisions, but I wanted to
wait a
few months till I felt more secure. Then you started to
trust me,
and I didn't need to mention it to you."

Robyn Williams saw how careful she had to be about little things
she said that could influence people and cause trouble. She
began
considering the possibility that everything she does has an
impact.
She started finding little things to do to cause success.


Step 4: Enhance the Influence you Already have

You normally use 20% or less of your brain. To be smarter, you
don't need a brain transplant. You just need to use more of what
you have.

In the same manner. You just need to learn how to use more
of what
you already have. You need to use more of your born leadership.

At first, realizing that you use so little of your influence may
sound like bad news, but there's good news in it also. If
you can
increase the use of your influence from the present 20% up
to 22%,
that's an increase of 2/20ths or 10%. Wouldn't it be
wonderful to
increase your effectiveness by 10%? Especially if you're already
doing a good job.

Ten percent more influence would make a big difference for most
managers. It would provide an opportunity to achieve results
that
they've given up on as impossible.
Step 5: Identify Leadership Opportunties

What are the implications of greater influence on your part?
Let's
consider this by discussing different approaches to opening a
locked door. If a door were locked and you were told to open it,
but you had no key, how would you do it?

You might use a cannon and blow it open. If you did, you'd
be able
to say, "I got the job done?" But there are some undesirable
side
effects: ruined door, damaged ceiling, no more door jam, lots of
cleanup.

If, however, you had the key, would you choose the cannon? Of
course not! You only use harsh means when a lighter, gentler way
isn't available.

The same holds true for your leadership and influence. Sometimes
you're faced with job situations that seem to require a cannon
because you haven't found the key. But knowing the cost of the
cannon ‑ employee turmoil and distrust, permanent scars and
broken
relationships, possibly the resignation of an employee ‑ you
leave
the door closed and proceed, even though slightly handicapped by
the loss of the room beyond the door. You're satisfied that the
cost of the harsh, authoritative action would be greater
than the
gain.

As you reclaim more of your influence, you'll discover more
keys.
You'll be able to gently open doors that you felt were closed
forever. The key is influence.

Step 6: Confront Your Influence

When you use 20% of your brain, the 80% you are not using
doesn't
affect you. Influence is different. You use 20% of your
influence
consciously. But with influence, the 80% you are not consciously
using, you are unconsciously using!
When you are the boss, you are never without influence:

YOU CAN NEVER NOT LEAD

Everything you do, and everything you don'tdo, has an effect.

You lead by acts of commission, and you lead by acts of
omission. You
are always leading and influencing.

Leadership is the total effect you have on the people and events
around you, regardless of your authority. In this light,
leadership
is influence. It differs radically from hands‑on managment or
direct supervision.

You influence all of your people all the time. But this
should come
as no great surprise. Managers need to be particularly aware of
this fact. Indeed, many things may occur at your company
that you
would like to think happen inspite of you, not because of you.

So, even though you have 100% authority, not everything
happens the
way you want it to. Does this mean there is a gap between your
authority and your influence? No and yes. No: you have 100%
influence, and you can never not lead, so a gap never
appears. Yes:
you use only 20% of your influence consciously, so a gap does
separate your authority and the amount of conscious
influence you
are exerting.

The sum of your influence ‑ conscious and unconscious ‑ totals
100%. It is so pervasive that you seldom stop to take account of
it. Perhaps you've been so busy seeing what you think are
signs of
your lack of influence that you've lost sight of the proof
of your
influence. To gain a new objectivity, it's time to think quietly
about your life as a leader.

You gain extraordinary power when you take conscious
responsibility
for the fact that you are always Managing By Influence.



HOW TO USE LEVERAGE WHEN MANAGING BY INFLUENCE

A lever is a total that helps you to gain the ability to move
a heavy load.

Managing by authority, with hands‑on and direct supervision,
provides this type of leverage. But you have to move your end
a long way to achieve a small movement at the other end.

Managing By Influence employs a more powerful type of
leverage. When you discover your full influence, you find out
how to accomplish big results through little movements on your
part, recognizing a power you didn't realize you had. You
learn how the little things you do, or don't do, create big
results, freeing you to get more done in less time. Grab the
short end of the stick and you'll get a lot of work done.

Managing By Influence incorporates three specific levers.

Lever (1) Leading to Change

Lever (2) Managing the Climate

Lever (3) Promoting Commitment
UNDERSTANDING THE ESSENCE OF LEADERSHIP

The essence of leadership is knowing thatYOU CAN
NEVER NOT LEAD. You have 100% influence, all of the
time.You lead by acts of commission and by acts of omission.

All other information about leading takes second place to this.
Until you understand this, and understand your
responsibility for
things as they are now and as they have been, you'll never
lead with
your full potential. You can't get new control of your
organization
until you recognize that it's always been in your control,
even if
you were not aware of it. As we explain how to manage by
influence,
we'll go into some details and techniques, but it will
always come
back to this. If you learn nothing more than this, and come
to grips
with it more deeply than you ever have before, you will become a
more effective manager.
USE YOUR INFLUENCE TO INCREASE YOUR IMPACT

Leaders are made, and they are made by effort and hard work.
What
type of efort and hard work does it take to make you into a
better
leader? It takes an objective look at yourself, perhaps the
hardest
work there is in life, but also the most fruitful for
growth. Then
it takes the effort to apply appropriate techniques and
practice.

You need courage to look at yourself objectively, to see how
well
you're accomplishing your mission. In the case of your
leadership,
it means taking responsibility for everything that happens
in your
organization.

As you find the links between yourself and your organization and
discover more influence than you thought you had, you can adjust
your attitudes and behaviour. While these changes may require
effort, most people find that the difficult part is in the
discovery.

THREE WAYS TO EXPAND YOUR INFLUENCE

Just as the best athletes use replays and coaches, you need
to get
more objective about the way you lead your organisation,
determining how you're already leading ‑ both the good and
the bad.
Corrections may require less effort and hard work than the
evaluation. And some corrections begin without conscious
thought,
once recognition is made. Here are three ways to expand your
influence.

1. Ask "The Question of Influence"

You can learn how to expand your influence by observing that
pragmatic group of workers, salespeople. A good salesperson
assumes
he has 100% influence at the start of every sales interview.
If he
misses a sale, he doesn't assume he had too little influence. He
asks himself, "What did I do, (or not do), to make that prospect
not buy?"

Always ask yourself the Question of Influence, "What did I
do (or
not do) to make this happen (or not happen)?"
2. Take a Useful Point of View

Asking yourself the Question of Influence, even when you're
convinced you had no influence in the matter, brings you to the
second way to expand your influence: taking a usefial point
of view.
Ask yourself the Question of Influence because
you know the truth: YOU CAN NEVER NOT LEAD. Even

if you don't recognize it at the moment, it's the truth.
Discipline
yourself to take this point of view.

People take a point of view by habit. Whatever that point of
view
is, it's not something they were born with ‑ it's an outlook
acquired by habit.

After you've gained the habit of taking this responsible
point of
view, you'll find how useful it is as a key to opening doors
that
seemed locked. Even if you can't see how you could possibly have
influenced a matter, ask yourself, "What did I do (or not do) to
make this happen (or not happen)?"

It's useless to assume you had no influence. It means your
organisation is out of your control. It also means you're
helpless
to make it work the way you want. Leadership is the total
effect you
have on the people and events around you. You can become a more
effective leader by taking conscious responsibility for your
influence.
3. Use Those Around You As Your Mirror

Many times you will ask yourself The Question of Influence and
not know the answer. At these times, you can reach for the
third way to expand your influence: using the people around
you as your mirror. Ask those involved or those who can
observe you objectively,"What did I do (or not do) to make
this happen (or not happen)?"

For example, if you've delegated a task and find it undone, you
might ask the person to whom you've delegated it, "Can you
tell me
what I did, or didn't do, that caused you to not get the
task done?
I'm not asking what you could have done better,

but what / could have done better." As you ask this, you'll be
leading others to imitate your sense of self responsibility by
looking to their own actions, not the actions of others, to
explain success or failure.

Don't pass up this opportunity to learn more about what you do
well. You can grow by realizing your unconscious strengths
too, not
just your unconscious weaknesses. On a job well done, you might
acknowledge someone for his or her part in the success and then
ask, "What did I do, or not do, to make it easier for you to
achieve success?" Get all the feedback you can, just as the
great
salesperson does.
SEVEN TIPS FOR BUILDING YOUR INFLUENCE

1.Learn a lesson from Football Coaches and make every
action count.

2.Often ask yourself "Do I need to chancre?"

3.Don't limit yourself by your past.

4.Don't underestimate your leadership ability.

5.You can't delegate your res‑ponsibility.

6.Learn from accidents and increase your influence.

7.Monitor your influence.
NINE VARIATIONS ON THE QUESTION OF INFLUENCE

The Question of Influence is, What did Ido (or notdo) to
make this
happen (or not happen)? While these particular words ask
the question
precisely, you can use any words you prefer which convey the
same
meaning. If you have difficulty in any given situation, consider
these variations.

1.Did I follow through when I used my authority or did I

look the other way, thereby giving a conflicting message?

2.If I were one of my people, how would I feel about me in

this situation? What did they want or need from me?

3.Was I active or passive in this situation? What effect

did my passivity have?

4.How did I really want it to turn out? Did I do whatever

was needed to make that happen? Did I act as if it was a
high priority to me?

5.Did my silence give consent or approval without my

recognizing it? Was that counterproductive?

6.What could I have done differently? What effect would

that have had?

7.Did that success happen by accident? How did I influence

it? What part did I play?

8.Did my actions speak louder than my words?
9.How would I have read my behaviour if I were one of my

people?
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

MANAGING BY CHANGE

SETTING OBJECTIVES AND DRIVING FOR RESULTS
IS A CHANGE .

How do you manage change?
The honest answer is that you manage it pretty much the same
way you’d manage anything else of a turbulent, messy,
chaotic nature, that is, you don’t really manage it, you
grapple with it. It’s more a matter of leadership ability
than management skill.
The first thing to do is jump in. You can’t do anything
about it from the outside.
A clear sense of mission or purpose is essential. The
simpler the mission statement the better. “Kickin the
marketplace” is a whole lot more meaningful than “Respond to
market needs with a range of products and services that have
been carefully designed and developed to compare so
favorably in our customers’ eyes with the products and
services offered by our competitors that the majority of
buying decisions will be made in our favor.”
Build a team. “Lone wolves” have their uses, but managing
change isn’t one of them. On the other hand, the right kind
of lone wolf makes an excellent temporary team leader.
Maintain a flat organizational team structure and rely on
minimal and informal reporting requirements.
Pick people with relevant skills and high energy levels.
You’ll need both.
Toss out the rulebook. Change, by definition, calls for a
configured response, not adherence to prefigured routines.
Shift to an action-feedback model. Plan and act in short
intervals. Do your analysis on the fly. No lengthy up-front
studies, please. Remember the hare and the tortoise.
Set flexible priorities. You must have the ability to drop
what you’re doing and tend to something more important.
Treat everything as a temporary measure. Don’t “lock in”
until the last minute, and then insist on the right to
change your mind.
Ask for volunteers. You’ll be surprised at who shows up.
You’ll be pleasantly surprised by what they can do.
Find a good “straw boss” or team leader and stay out of his
or her way.
Give the team members whatever they ask for — except
authority. They’ll generally ask only for what they really
need in the way of resources. If they start asking for
authority, that’s a signal they’re headed toward some kind
of power-based confrontation and that spells trouble. Nip it
in the bud!
Concentrate dispersed knowledge. Start and maintain an
issues logbook. Let anyone go anywhere and talk to anyone
about anything. Keep the communications barriers low, widely
spaced, and easily hurdled. Initially, if things look
chaotic, relax — they are
Remember, the task of change management is to bring order to
a messy situation, not pretend that it’s already well
organized and disciplined.

======================================================================
HOW DO YOU INITIATE CHANGE

Often it is easier to carry out a job if there is a specific
plan to follow. When major changes are to be installed,
careful planning and preparation are necessary.
Strengthening the forces promoting the change and weakening
resistance to it are the main tasks.

CREATE A CLIMATE FOR CHANGE

How people react to proposed changes is greatly influenced
by the kind of climate for change that the
manager/supervisor has created in the department.

HOW IS THE RIGHT KIND OF CLIMATE CREATED?

Supervisors and managers who have enthusiasm for progress
and change build a healthy climate.

Creating the right climate is more than just passing on
changes. It involves:

Encouraging employees to seek ways of improving their jobs.

Seeking suggestions and ideas from employees.

This requires the manager/supervisor to listen and seriously
consider suggestions. It is easy to see that there is a
great deal of ego involvement in coming forth with an idea
for improvement. Change can become an exciting and dynamic
way of life. The manager/supervisor determines the climate
in which they initiate change.
GET READY TO SELL

Much of the difficulty in getting co‑operation stems from
the employees lack of understanding of how the change will
affect them. With a little effort, managers/supervisors can
find most of the answers to employees' questions before they
are even asked. Answers to these questions would be useful.

What is the reason for the change? Whom will it benefit and
how? Will it inconvenience anyone, if so, for how long? Will
training or re‑training be necessary? When does it go into
effect?

Armed with the answers to these questions a
manager/supervisor can head off many objections and can
develop a plan to present the change.

IDENTIFY THE SOURCES OF HELP

Why should you, the managers and supervisors, shoulder the
burden alone? Staff can frequently be a great help in
preparing to sell a change by explaining technical aspects
and demonstrating new techniques.

One of the most overlooked sources of help in introducing
changes are the informal leaders in the work group. With
their help the job becomes easier. Giving recognition to
informal leaders puts them in a co‑operative frame of mind.

Since union stewards are often informal leaders, their
co‑operation ought to be solicited. The backing of union
stewards makes the job easier.
ANTICIPATE OBJECTIONS

Change that upsets routines, requires new knowledge or
skills, or inconveniences people are bound to meet with some
objections or resistance. Looking at a change from the
employees point of view will usually be enough to help
determine what their objections are likely to be. Knowing
the objections, we can, with a little creative thought, turn
these objections into advantages.

Showing the staff with reason or logic will not do the job.
Managers/supervisors have to convince people that the change
is really best for them and that will not happen until their
objections are dealt with seriously.

SELL BENEFITS

Everyone is concerned with, "What's in it for me?"

"Will the change mean more satisfying work. greater
security. opportunity to show what I can do. more
responsibility. more pay. less fatigue. less confusion.
greater independence?"

The benefits used to motivate people to co‑operate should be
put on as personal a level as possible. It would be
dishonest, however, not to recognise any disadvantages that
a change may bring. These can usually be countered with long
range benefits.

One of the techniques that is helpful in identifying the
characteristics and values of the proposed changed condition
is a "Word Picture". The picture makes the new condition
desirable in the minds of the staff.

A)One of the ways this concept of "word picture" is used, is
the physical change in office layout or new equipment or any
other physical changes.
B)To picture or model a change in policy, organization or
operation is more difficult than the physical change. The
principle is the same. The picture can help in communicating
the desirability of the change and in fine tuning the change
because it makes it possible to discuss how things will
operate. It may take the form of a flow chart, an
organization chart or a description of relationships.

To use this approach for deciding whether to initiate a
change, you can take the following steps:

Describe as clearly as possible the present situation.

Describe as clearly as possible the desired situation.

Analyse what specific changes will have to take place in the
key factors involved to produce the desired situation. Look
at such key factors as bosses, employees, equipment,
physical environment, policies and procedures, work methods,
materials and time. Identify the relevant factors.

Assess the strengths of the forces promoting the desired
situation and of those resisting it.

Determine what action to take. Choices are:

A)Do nothing, the resistant forces are stronger than the
forces promoting change.

B)Act to strengthen the promoting forces and/or to weaken
resistance, by concentrating one's efforts on the key factors.
LISTEN IN DEPTH

Employees have a right to be heard. If employees are treated
with respect, they probably will respond in kind. They will
feel better too, if they know their concerns have been
considered.

FOLLOW‑UP

After having conscientiously sold the benefits of a change,
it is tremendously important that the managers/supervisors
see that their promises have materialized. A sincere
interest in how the change has affected the employee and a
willingness to make adjustments, help build the climate in
which future changes will be initiated.

==============================================================
CHANGES AND COMMUNICATION

The following steps will help you to minimize resistance:

1.Explain why. Provide all the facts about the reason for
changing. If there are risks, acknowledge them but explain
why the risk is worth taking.

2.Objectively explain the benefits that could result from
the change.

3.Seek questions/clarifications and answer them.

4.Invite participation and ask for suggestions because the
people involved know the situation best.

5.Avoid surprise because this stirs unreasoning opposition
more than any other factor.

6.Acknowledge the rough spots and explain how you plan to
smooth the change.

7.Set standards and explain your expectations.

8.Contact the informal leaders and use their resources.

9.Acknowledge and reinforce the staff's co‑operation and
give them feedback on the progress.

10.Keep the two way communications open for suggestions and
corrections.
=============================================
########################################
MANAGE BY COMMUNICATION.

The importance of communication for a manager.
Various barriers to effective communication and how to
overcome them to make communication more effective.

Communication is one of the basic functions of management in
any organization and its importance can hardly be
overemphasized. It is a process of transmitting information,
ideas, thoughts, opinions and plans between various parts of
an organization.
You cannot have human relations without communication.
However, good and effective communication is required not
only for good human relations but also for good and
successful business.
You can use softwares like business writing software for
writing effective business communication, which is required
at various levels and for various aspects in an organization
such as -
Importance of communication for manager and employee relations:

Effective communication of information and decision is an
essential component for management-employee relations. The
manager cannot get the work done from employees unless they
are communicated effectively of what he wants to be done? He
should also be sure of some basic facts such as how to
communicate and what results can be expected from that
communication. Most of management problems arise because of
lack of effective communication. Chances of misunderstanding
and misrepresentation can be minimized with proper
communication system.
For motivation and employee morale:

Communication is also a basic tool for motivation, which can
improve morale of the employees in an organization.
Inappropriate or faulty communication among employees or
between manager and his subordinates is the major cause of
conflict and low morale at work. Manager should clarify to
employees about what is to be done, how well are they doing
and what can be done for better performance to improve their
motivation. He can prepare a written statement, clearly
outlining the relationship between company objectives and
personal objectives and integrating the interest of the two.
For increase productivity:

With effective communication, you can maintain a good human
relation in the organization and by encouraging ideas or
suggestions from employees or workers and implementing them
whenever possible, you can also increase production at low cost.
For employees:

It is through the communication that employees submit their
work reports, comments, grievances and suggestions to their
seniors or management. Organization should have effective
and speedy communication policy and procedures to avoid
delays, misunderstandings, confusion or distortions of facts
and to establish harmony among all the concerned people and
departments.
Importance of written communication:

Communication may be made through oral or written. In oral
communication, listeners can make out what speakers is
trying to say, but in written communication, text matter in
the message is a reflection of your thinking. So, written
communication or message should be clear, purposeful and
concise with correct words, to avoid any misinterpretation
of your message. Written communications provides a permanent
record for future use and it also gives an opportunity to
employees to put up their comments or suggestions in writing.
================================================
Barriers to Effective Communication
There are a wide number of sources of noise or interference
that can enter into the communication process. This can
occur when people now each other very well and should
understand the sources of error. In a work setting, it is
even more common since interactions involve people who not
only don't have years of experience with each other, but
communication is complicated by the complex and often
conflictual relationships that exist at work. In a work
setting, the following suggests a number of sources of noise:
Language: The choice of words or language in which a sender
encodes a message will influence the quality of
communication. Because language is a symbolic representation
of a phenomenon, room for interpreation and distortion of
the meaning exists. In the above example, the Boss uses
language (this is the third day you've missed) that is
likely to convey far more than objective information. To
Terry it conveys indifference to her medical problems. Note
that the same words will be interpreted different by each
different person. Meaning has to be given to words and many
factors affect how an individual will attribute meaning to
particular words. It is important to note that no two people
will attribute the exact same meaning to the same words.
defensiveness, distorted perceptions, guilt, project,
transference, distortions from the past
misreading of body language, tone and other non-verbal forms
of communication (see section below)
noisy transmission (unreliable messages, inconsistency)
receiver distortion: selective hearing, ignoring non-verbal cues
power struggles
self-fulfilling assupmtions
language-different levels of meaning
managers hesitation to be candid
assumptions-eg. assuming others see situation same as you,
has same feelings as you
distrusted source, erroneous translation, value judgment,
state of mind of two people
Perceptual Biases: People attend to stimuli in the
environment in very different ways. We each have shortcuts
that we use to organize data. Invariably, these shortcuts
introduce some biases into communication. Some of these
shortcuts include stereotyping, projection, and
self-fulfilling prophecies. Stereotyping is one of the most
common. This is when we assume that the other person has
certain characteristics based on the group to which they
belong without validating that they in fact have these
characteristics.
Interpersonal Relationships: How we perceive communication
is affected by the past experience with the individual.
Percpetion is also affected by the organizational
relationship two people have. For example, communication
from a superior may be perceived differently than that from
a subordinate or peer
Cultural Differences: Effective communication requires
deciphering the basic values, motives, aspirations, and
assumptions that operate across geographical lines. Given
some dramatic differences across cultures in approaches to
such areas as time, space, and privacy, the opportunities
for mis-communication while we are in cross-cultural
situations are plentiful.
===============================================
TO OVERCOME BARRIERS AND TO BE EFFECTIVE
COMMUNICATION IN BUSINESS
Face-to-face meetings can result in awkward pauses and
initial shyness for those who are not brimming with
confidence. To help you over this hurdle, you can approach
the meeting fully prepared and well armed if you have a look
at the following factors.
In order to get your message across, think about what you
are trying to achieve during the dialogue:
What information do you wish to convey?
What do you want the other person to do as a result?
Organise yourself beforehand. Jot down notes about your
major points. Be positive and keep the message simple.
Clarity is Paramount for Effective Communication
What is communication? In short, it's signalling. The
transmission, by speaking, writing or gestures, of
information which evokes understanding.
That's simple enough, isn't it? Straightforward in theory
but in practice it's fraught with dangers - particularly if
you have high expectations from these important business
connections.
Communication is not just speaking, writing or
gesticulating. It's more than the transmission of
information. Something else has to occur for the
communication to be complete. The other party in the
communication process has to engage their brain and receive
the message.
There are some points to remember when considering the
various methods of communication and some hazards to be
aware of when dealing with business relationships:
Only 7% of the impact you make comes from the words you speak.
The rest is visual - your appearance, the sound of your
voice and your body language.
You can break that 7% further down into sections:
the type of words you use
the sort of sentences you use
how you phrase them.
Voicing Your Thoughts
Pay attention to your voice. Tone, inflection, volume and
pitch are all areas to consider. Most people don't need to
develop their speaking voice, but there are many who do not
understand how to use it effectively.
The simplest way is to compare the voice to a piece of music
- it is the voice that is the instrument of
interpretation of the spoken word.
Those who have had some training in public speaking
sometimes use mnemonics as memory joggers for optimum vocal
effect. One simple example is R S V P P P:
Rhythm
Speed
Voice
Pitch
Pause
Projection.
----------------------------------------
Key Techniques FOR OVERCOMING BARRIERS IN COMMUNICATION
Focus the discussion on the information needed
Judy, I've noticed in the past month that you've fallen
behind on keeping the project schedule current. I'd like to
figure out with you what we both can do to get it back on track.

Use open-ended questions to expand the discussion
You've always kept the schedule up to the minute-until about
a month ago. Why the change?

Use closed ended questions to prompt for specifics
"What projects are you working on that take time away from
your work on this project (warning: closed ended questions
are often disguised as open ended as in "Are you going to
have trouble finishing this project?)

Encourage dialogue through eye contact and expression
This involves nodding in agreeemnt, smiling, leaning toward
the speaker, making statements that acknowledge the speaker
is being heard.
State your understanding of what you are hearing
This can be done by restating briefly what the other person
is saying but don't make fun of it

"So it sounds like these phone calls have ended up taking a
lot more time than you or Jay expected; you think the three
of us should talk about priorities; is this your position?"

Summarize the key points;
try to get some agreement on the next steps and show
appreciation for the effort made so far. "So let's call Jay
right now and set up a time when we can meet and iron this
out; keeping the schedule updated is a high priority and I'd
like to get this settled by Wednesday.
========================================
THE BARRIERS CAN ALSO BE OVERCOME WITH
Characteristics of Effective Feedback
Effective Feedback has most of the following characteristics:
descriptive (not evaluative)(avoids defensiveness.) By
describing one's own reactions, it leaves the individual fee
to use it or not to use it as he sees fit..
avoid accusations; present data if necessary
describe your own reactions or feelings; describe objective
consequences that have or will occur; focus on behavior and
your own reaction, not on other individual or his or her
attributes
suggest more acceptable alternative; be prepared to discuss
additional alternatives; focus on alternatives
specific rather than general.
focused on behavior not the person. It is important that we
refer to what a person does rather than to what we think he
is. Thus we might say that a person "talked more than anyone
else in this meeting" rather than that he is a "loud-mouth."
It takes into account the needs of both the receiver and
giver of feedback. It should be given to help, not to hurt.
We too often give feedback because it makes us feel better
or gives us a psychological advantage.
It is directed toward behavior which the receiver can do
something about. A person gets frustrated when reminded of
some shortcoming over which he has no control.
It is solicited rather than imposed. Feedback is most useful
when the receiver himself has formulated the kind of
question which those observing him can answer or when he
actively seeks feedback.
Feedback is useful when well-timed (soon after the
behavior-depending, of course, on the person's readiness to
hear it, support available from others, and so forth).
Excellent feedback presented at an inappropriate time may do
more harm than good.
sharing of information, rather than giving advice allows a
person to decide for himself, in accordance with his own
goals and needs. When we give advice we tell him what to do,
and to some degree take away his freedom to do decide for
himself.
It involves the amount of information the receiver can use
rather than the amount we would like to give. To overload a
person with feedback is to reduce the possibility that he
may be able to use what he receives effectively. When we
give more than can be used, we are more often than not
satisfying some need of our own rather than helping the
other person.
It concerns what is said and done, or how, not why. The
"why" involves assumptions regarding motive or intent and
this tends to alienate the person generate resentment,
suspicion, and distrust. If we are uncertain of his motives
or intent, this uncertainty itself is feedback, however, and
should be revealed.
It is checked to insure clear communication. One way of
doing this is to have the receiver try to rephrase the
feedback. No matter what the intent, feedback is often
threatening and thus subject to considerable distortion or
misinterpretation.
It is checked to determine degree of agreement from others.
Such "consensual validation" is of value to both the sender
and receiver.
It is followed by attention to the consequences of the
feedback. The supervisor needs to become acutely aware of
the effects of his feedback.
It is an important step toward authenticity. Constructive
feedback opens the way to a relationship which is built on
trust, honest, and genuine concern and mutual growth.
Part of the feedback process involves understanding and
predicting how the other person will react. Or in the case
of our receiving feedback, we need to understand ways that
we respond to feedback, especially threatening feedback.
People often react negatively to threatening feedback. This
reaction can take a number of forms including:
selective reception and selective perception
doubting motive of the giver
denying validity of the data
rationalizing
attack the giver of the data
Following the guidelines to effective feedback can go a long
way to limit these kinds of reactions but we need to be
conscious of them nonetheless and be ready to react
appropriately.
When we are on the receiving end of feedback we should be
careful to avoid these pitfalls. Try to keep these points in
mind.
try not to be defensive
check on possible misunderstanding ("Let me restate what I
am hearing")
gather information from other sources
don't overreact
ask for clarification
=================================
THERE ARE MANY TOOLS AVAILABLE TO IMPLEMENT
AND ENABLE THE MANAGERS TO COMMUNICATE EFFECTIVELY.
======================================================
After action review
A process that helps teams to learn quickly from their
successes and failures and share their learning with other
teams. Involves conducting a structured and facilitated
discussion after a task or project has been completed to
review what should have happened, what actually happened and
why it happened; this allows participants to learn how to
sustain strengths and improve on weaknesses in subsequent
tasks or projects.

Balanced scorecard
A business model developed by Kaplan and Norton as a tool to
measure organisational performance against both short and
long-term goals. The balanced scorecard is designed to focus
managers' attention on those factors that most help the
business strategy and so alongside financial measures, it
adds measures for customers, internal processes and employee
learning. Some organisations have used the balanced
scorecard model in setting and measuring knowledge
management strategies.

Benchmarking
The practice of comparing the performance of your
organisation, department or function against the performance
of 'the best' - whether they be other organisations,
industry standards or internal departments. The aim is to
look at how well you are doing compared to others in the
same field or industry, and to learn from their best
practices as a basis for improving your own.

Best practice (or: Good practice)
A process or methodology that has been proven to work well
and produce good results, and is therefore recommended as a
model. Some people prefer to use the term 'good practice' as
in reality it is debateable whether there is a single 'best'
approach.

Coaching
A one-to-one relationship that aims to bring about
individual learning and performance improvement, usually
focusing on achieving predefined objectives within a
specific time period. The role of the coach is to create a
supportive environment in which to challenge and develop the
critical thinking skills, ideas and behaviours of the person
being coached, so that they might reach their full potential.

Double-loop learning (or: Generative learning)
In contrast to singleloop learning , which involves using
knowledge to solve specific problems based on existing
assumptions and often based on what has worked in the past,
double-loop learning goes a step further and questions
existing assumptions in order to create new insights.

E-Learning
The use of electronic information systems (especially
internet technologies) to deliver learning and training.

Extranet
A website that links an organisation with other specific
organisations or people. Extranets are only accessible to
those specified organisations or people and are protected
via passwords.

Groupware
Computer software applications that are linked together by
networks, and so allow people to work together and share
electronic communications and documents

Information
Data that has been organised within a context and translated
into a form that has structure and meaning. (Note: while
most people have an idea about what information is, it is
rather difficult to define in a meaningful way).

Intranet
A computer network that functions like the internet, but the
information and web pages are located on computers within an
organisation rather than being accessible to the general public.


Continuous --Learning organisation
An organisation that views its success in the future as
being based on continuous learning and adaptive behaviour.
It therefore becomes skilled at creating, acquiring,
interpreting and retaining knowledge and then modifying its
behaviour to reflect new knowledge and insights.

Mentoring
Mentoring is a one-to-one learning relationship in which a
senior member of an organisation is assigned to support the
development of a newer or more junior member by sharing his
or her knowledge, experience and wisdom with them. Related
term: Coaching (Note: While the strength of mentoring lies
in transferring the mentor's specific knowledge and wisdom,
in coaching it lies in the coach's ability to facilitate and
develop the other's own personal qualities.)

Organisational learning
The ability of an organisation to gain knowledge from
experience through experimentation, observation, analysis
and a willingness to examine both successes and failures,
and to then use that knowledge to do things differently.
While organisational learning cannot happen without
individual learning, individual learning does not
necessarily produce organisational learning. Organisational
learning occurs when an organisation becomes collectively
more knowledgeable and skillful in pursuing a set of
goals.Single-loop learning (or: Adaptive learning)

Is This Answer Correct ?    16 Yes 0 No

Post New Answer

More Business Management AllOther Interview Questions

which date sensex was a top positon n how much?

0 Answers  


How do you plan to achieve these goals?

0 Answers  


The Department’s budget is currently $35 million dollars. Please outline for us your experience with budgets and key points for successful operations.

0 Answers  


What is equity share suspense?

2 Answers   ICICI,


How would you relate your key competencies to a Procurement Specialist position?

0 Answers   Ericsson,






I am doing training in Information and knowledge Management at NCSI at Bangalore, What role I need to play in the organization or corporate sector?

1 Answers   NCSI,


What is the exact role of a probationary officer in a bank?

4 Answers  


I heard about online data entry job and is this job safe, legal to do at home. How I will find a good online job to do at home ?

0 Answers  


What would you do if your business tends to decline?

0 Answers   IBM,


When will SRCC GBO 2009 result will come?? Does anybody know ??

9 Answers  


what is the difference between bussiness development and bussiness system analyst?

0 Answers  


How did you decide on these actions?

0 Answers   John Clark Motor Group,


Categories
  • Business Administration Interview Questions Business Administration (517)
  • Marketing Sales Interview Questions Marketing Sales (1279)
  • Banking Finance Interview Questions Banking Finance (3208)
  • Human Resources Interview Questions Human Resources (745)
  • Personnel Management Interview Questions Personnel Management (68)
  • Hotel Management Interview Questions Hotel Management (29)
  • Industrial Management Interview Questions Industrial Management (113)
  • Infrastructure Management Interview Questions Infrastructure Management (14)
  • IT Management Interview Questions IT Management (97)
  • Supply Chain Management Interview Questions Supply Chain Management (16)
  • Operations Management Interview Questions Operations Management (39)
  • Funding Interview Questions Funding (79)
  • Insurance Interview Questions Insurance (494)
  • Waste Management Interview Questions Waste Management (1)
  • Labor Management Interview Questions Labor Management (48)
  • Non Technical Interview Questions Non Technical (73)
  • Business Management AllOther Interview Questions Business Management AllOther (546)