Organization
Santosh_2102
Kinicki_Fugate_OB_1e_Ch09.pptxPart 2: Groups
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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Chapter 9 | Slide 2
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COMMUNICATION IN THE DIGITAL AGE
How Can I Become a More Effective Communicator?
9.1 Basic Dimensions of the Communication Process
9.2 Communication Competence
9.3 Gender, Generations, and Communication
9.4 Social Media and OB
9.5 Communication Skills to Boost Your Effectiveness
Basic Dimensions of the Communication Process
Why is Communication Important?
Every managerial function and activity involves some form of direct or indirect communication
Every person’s communication skills affect both personal and organizational effectiveness
Chapter 9 | Slide 3
Challenges lie in effectively communicating in today’s 24/7 digitally connected world. It is important to understand the underlying communication process and the dynamics of communicating as technology continues to evolve.
The study of communication is fundamentally important because every managerial function and activity involves some form of direct or indirect communication.
This explains why communication is a critical “process” at all three levels in the Integrative Framework. Whether planning and organizing or directing and leading, managers find themselves communicating with and through others. This implies that everyone’s communication skills affect both personal and organizational effectiveness.
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Basic Dimensions of the Communication Process
What is Communication?
The exchange of information between a sender and a receiver, and the inference (perception) of meaning between the individuals involved
A process that takes place between two or more people
Chapter 9 | Slide 4
Communication is defined as “the exchange of information between a sender and a receiver, and the inference (perception) of meaning between the individuals involved.”
This definition highlights that communication is a process that takes place between two or more people.
It’s a very important process for managers because they tend to spend the majority of their time sending, receiving, and interpreting messages.
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Basic Dimensions of the Communication Process
The Communication Process
Chapter 9 | Slide 5
Communication is fraught with miscommunication. Researchers recognize this and have begun to examine communication as a form of social information processing which receivers interpret messages by cognitively processing information.
This view led to development of a perceptual model of communication that depicts communication as a process in which receivers create meaning in their own minds.
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Basic Dimensions of the Communication Process
The Communication Process
Sender, message, and receiver
Encoding
Translating thoughts into code or language others can understand
Forms the foundation of the message
Chapter 9 | Slide 6
Sender, Message, and Receiver. The sender is the person wanting to communicate information—the message. The receiver is the person, group, or organization for whom the message is intended.
Encoding. Communication begins when a sender encodes an idea or thought. Encoding entails translating thoughts into a code or language that can be understood by others. This forms the foundation of the message.
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Basic Dimensions of the Communication Process
The Communication Process
Selecting a medium
Chapter 9 | Slide 7
Choice of medium depends on
The nature of the message
Intended purpose
Type of audience
Proximity to audience
Time horizon
Personal preferences
Managers can communicate through a variety of media. Potential media include face-to-face conversations and meetings, telephone calls, charts and graphs, and the many digital forms (e.g., e-mail, texting, voice mail, videoconferencing, Twitter, Facebook, Blackboard, etc.). Choosing the appropriate media depends on many factors, including the nature of the message, its intended purpose, the type of audience, proximity to the audience, time horizon for disseminating the message, and personal preferences.
All media have advantages and disadvantages.
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Face-to-Face Conversations
Meetings
Telephone Calls
Charts and Graphs
Digital Forms of Communication
Basic Dimensions of the Communication Process
The Communication Process
Decoding and creating meaning
When receivers receive a message
Process of interpreting and making sense of a message
Can be influenced by cultural norms and values
Feedback
The receiver expresses a reaction to the sender’s message
Noise
Anything that interferes with the transmission and understanding of a message
Chapter 9 | Slide 8
Decoding occurs when receivers receive a message. It is the process of interpreting and making sense of a message.
The perceptual model of communication is based on the belief that a receiver creates the meaning of a message in his or her mind. This means that the same message can be interpreted differently by different people.
Noise represents anything that interferes with the transmission and understanding of a message. It affects all linkages of the communication process. Noise includes factors such as the all-too-common unreliable or slow networks. But there are many other sources of noise: speech impairment, illegible handwriting, inaccurate statistics, poor hearing and eyesight, environmental noises, people talking, and physical distance between sender and receiver. Nonverbal communication also is a source of noise, as are cross-cultural differences between senders and receivers.
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Basic Dimensions of the Communication Process
Media Richness
The capacity of a given communication medium to convey information and promote understanding
Chapter 9 | Slide 9
Media Richness involves the capacity of a given communication medium to convey information and promote understanding.
Alternative media can vary from rich to lean. The richer a medium, the better it is at conveying information.
Four Factors of Media Richness
1. Feedback (ranging from fast to very slow).
2. Channel (ranging from the combined visual and audio characteristics of a videoconference to the limited visual aspects of a computer report).
3. Type of communication (ranging from personal to impersonal).
4. Language source (ranging from the natural body language and speech involved in a face-to-face conversation to the numbers contained in a financial statement).
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Factors of Media Richness
Feedback
Channel
Type
Language Source
Test Your OB Knowledge
George is the CEO of Big Sky Travel Corporation. He needs to convey bad news to his employees. The best medium to communicate the news is most likely:
Text
Face-to-face
Memo
Telephone
Chapter 9 | Slide ‹#›
The answer is (C).
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Communication Competence
What is Communication Competence?
Chapter 9 | Slide 11
Performance-based index of an individual’s abilities to effectively use communication behaviors in a given context
Although there is no universally accepted definition of communication competence, it is a performance-based index of an individual’s abilities to effectively use communication behaviors in a given context.
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Communication Competence
What is Nonverbal Communication?
Any message sent or received independent of the written or spoken word
Chapter 9 | Slide 12
Nonverbal communication is any message sent or received independent of the written or spoken word.
Includes such factors as use of time and space, distance between persons when conversing, use of color, dress, walking behavior, standing, positioning, seating arrangement, office locations and furnishings.
Experts estimate that 65 to 95 percent of every conversation is interpreted through nonverbal communication.
It thus is important to ensure that your nonverbal signals are consistent with your intended verbal messages.
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Communication Competence
Key Sources of Nonverbal Messages
Body movements and gestures
Provide additional nonverbal information that can either enhance or detract from the communication process
Chapter 9 | Slide 13
Body movements (e.g., leaning forward or backward) and gestures (e.g., pointing) provide additional nonverbal information that can either enhance or detract from the communication process.
Although it is both easy and fun to interpret body movements and gestures, it is important to remember that body-language analysis is subjective, easily misinterpreted, and highly dependent on the context and cross-cultural differences.
Thus, managers need to be careful when trying to interpret body movements. Inaccurate interpretations can create additional “noise” in the communication process.
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Communication Competence
Other Key Sources of Nonverbal Messages
Chapter 9 | Slide 14
Touching is another powerful nonverbal cue. People tend to touch those they like. Touching conveys an impression of warmth and caring and can be used to create a personal bond between people. Be careful about touching people from diverse cultures, however, as norms for touching vary significantly around the world.
Facial expressions convey a wealth of information. Smiling, for instance, typically represents warmth, happiness, or friendship, whereas frowning conveys dissatisfaction or anger.
Eye contact is a strong nonverbal cue that varies across cultures.
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Touch
Facial Expressions
Eye Contact
Communication Competence
Active Listening
The process of actively decoding and interpreting verbal messages
Requires cognitive attention and information processing unlike hearing
Chapter 9 | Slide 15
Listening involves much more than hearing a message. Hearing is merely the physical component of listening.
Listening is the process of actively decoding and interpreting verbal messages.
Listening requires cognitive attention and information processing; hearing does not. There is general consensus that listening is a cornerstone skill of communication competence.
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Communication Competence
Listening Styles
Chapter 9 | Slide 16
Active—I’m fully invested. Active listeners are “all in.” That is, they are motivated to listen and give full attention when others are talking. They focus on what is being communicated and expend energy participating in the discussion. They also use body language such as leaning in or direct eye contact to convey interest.
Involved—I’m partially invested. Involved listeners devote some, but not all of their attention and energy to listening. They reflect on what is being said and partially participate in the discussion. Their use of nonverbal cues also tends to be inconsistent or intermittent. Involved listeners can show nonverbal signs of interest and noninterest in the same conversation.
Passive—It’s not my responsibility to listen. Passive listeners are not equal partners in a speaking-listening exchange. They assume that the speaker is responsible for the quality of the interaction and their role is to passively take in information. Passive listeners will display attentiveness, but it can be faked at times. Overall, they don’t expend much motivation or energy into receiving and decoding messages.
Detached—I’m uninterested. Detached listeners tend to withdraw from the interaction. They appear inattentive, bored, distracted, and uninterested. They may start using mobile devices during the speaking-listening exchange. Body language will reflect lack of interest, such as slumping and avoiding direct eye contact.
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Active – I’m Fully Invested
Involved – I’m Partially Invested
Passive – It’s Not My Responsibility to Listen
Detached – I’m Uninterested
Communication Competence
Tips for Effective Listening
Chapter 9 | Slide 17
Effective listening is a learned skill that requires effort and motivation. It basically comes down to paying attention to the content of the message.
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Show Respect
Listen from the First Sentence
Be Mindful
Keep Quiet
Ask Questions
Paraphrase and Summarize
Remember What Was Said
Involve Your Body
Test Your OB Knowledge
Susan attended her company’s annual meeting where she was not very interested in the presentation and did not try to receive and decode the messages. What is Susan’s likely listening style?
Active
Detached
Involved
Defensive
Passive
Chapter 9 | Slide ‹#›
The answer is (E).
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Gender, Generations, and Communication
What is Linguistic Style?
Characteristic speaking pattern where we:
Use culturally learned signals to communicate what we mean
Interpret others’ meaning
Evaluate one another as people
Chapter 9 | Slide 19
Differences in communication between men, women, and generations are partly caused by the array of linguistic styles people use.
Linguistic style refers to a person’s characteristic speaking pattern. It includes such features as directness or indirectness, pacing and pausing, word choice, and the use of such elements as jokes, figures of speech, stories, questions, and apologies. In other words, linguistic style is a set of culturally learned signals by which we not only communicate what we mean but also interpret others’ meaning and evaluate one another as people.
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Gender, Generations, and Communication
Communication Differences between Women and Men
Some researchers believe differences are due to:
Inherited biological differences between men and women
Chapter 9 | Slide 20
Interpersonal differences between women and men are due to inherited biological differences between the sexes.
This perspective, which also is called the “evolutionary psychology” or “Darwinian perspective,” attributes gender differences in communication to drives, needs, and conflicts associated with reproductive strategies used by women and men
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Gender, Generations, and Communication
Communication Differences between Women and Men
Chapter 9 | Slide 21
The Male Perspective. Males are expected to communicate more aggressively, interrupt others more than women, and hide their emotions because they have an inherent desire to possess features attractive to females. Men also see conversations as negotiations in which people try to achieve and maintain the upper hand.
The Female Perspective. According to “social role theory,” females and males learn ways of speaking while growing up. Research shows that girls learn conversational skills and habits that focus on rapport and relationships, whereas boys learn skills and habits that focus on status and hierarchies. Accordingly, women come to view communication as a network of connections in which conversations are negotiations for closeness. This orientation leads women to seek and give confirmation and support more so than men.
Research demonstrates that women and men communicate differently in a number of ways. Women are more likely to share credit for success, to ask questions for clarification, to tactfully give feedback by mitigating criticism with praise, and to indirectly tell others what to do.
In contrast, men are more likely to boast about themselves, to bluntly give feedback, and to withhold compliments, and are less likely to ask questions and to admit fault or weaknesses.
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Male Perspective
Expected to communicate more aggressively
Hide emotions
Female Perspective
Focus on rapport and relationships
Seek and give confirmation and support
Gender, Generations, and Communication
Generational Differences in Communication
Chapter 9 | Slide 22
Current workplace involves people from four generations
Today’s workplace often involves people from four different generations—traditionalists, baby boomers, Gen Xers, and Millennials (Gen Ys).
Among the challenges in this scenario is the fact that Millennials are the largest cohort in the workforce, and they are most likely to be managed by boomers.
Millennials “don’t remember a world without computers, and in many cases they have honed their communication skills via e-mails, instant messages, and text messages rather than by talking on the phone or in person, or by writing letters, memos, and reports.”
Many, but certainly not all, Gen Xers were introduced to communication technologies at work, and their careers have paralleled the evolution of communication technologies and practices.
The opposite assumption can be made for traditionalists. Some people in this generation either resist technology altogether if their employers allow them to, or do only what is necessary.
Expectations and norms about communication represent the key issue when considering communication across generations.
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Key Issue is about expectations and norms
Traditionalists
Millennials (Gen Ys)
Gen Xers
Baby Boomers
Gender, Generations, and Communication
Improving Communication between the Sexes and Generations
Chapter 9 | Slide 23
Match Degree of Formality with the Culture. Old-school formality and new school informality can cause culture clashes. It is wise to be aware of the cultural norms and follow those—formal or otherwise—as that is what coworkers and clients have come to expect.
Use a Variety of Communication Tools. Regardless of your preferred mode of communication (e.g., face-to-face or texting), it is important that employees from all generations use a variety. This avoids alienating any particular generation.
Avoid Stereotypes. Don’t assume based on somebody’s age that they only like one mode or dislike another. Learn people’s preferences and try to be accommodating.
Be aware of different values and motives. Older workers often believe that younger workers are needy or high maintenance, while younger workers sometimes feel as if they are cut out of the loop or unappreciated.
Be Willing to Learn and Teach. Every generation has something give to and take from the others.
Utilize the similarities between genders and between generations, before trying to understand or deal with differences.
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Match Degree of Formality with the Culture
Use a Variety of Communication Tools
Avoid Stereotypes
Be Aware of Different Values and Norms
Be Willing to Learn and Teach
Test Your OB Knowledge
Brittany prefers to communicate via e-mail, IM, and text messaging, and tends to avoid telephone calls. What generation does Brittany most likely belong to?
Traditionalists
Baby Boomer
Gen Xers
Millennials
None of the above
Chapter 9 | Slide ‹#›
The answer is (D).
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Social Media and OB
What is Social Media?
Web-based and mobile technologies used to generate interactive dialogue with members of a network
Chapter 9 | Slide 25
Social media uses web-based and mobile technologies to generate interactive dialogue with members of a network. Social media is now woven throughout the fabric of our lives.
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Social Media and OB
Social Media and Productivity
The driving force behind technology including social media is to boost productivity
Chapter 9 | Slide 26
A fundamental driving force behind technology (of all forms) at work, including social media, is to boost productivity. The key for employees, managers, and employers is to harness the potential and enhance performance at the individual, group, and organizational levels.
Employee Productivity. Evidence is mounting that shows a host of benefits for employees, such as increased job satisfaction and better work–life balance, performance and retention, more creativity and collaboration.
A study by Microsoft revealed that 46 percent of employees across generations and industries felt that social media tools would make them more productive at work.
Employer Productivity. It is clear that companies of all sizes and industries believe in the benefits of social media. If deployed effectively, social media enables businesses to connect in real time and over distances with many key stakeholders. Stakeholders include employees, customers (past, current, and future), communities, suppliers, prospective talent, former employees (sources of future talent), and many others.
Connect sources of knowledge across the organization, offices, and time zones. Linking knowledge in these ways is a means to realizing the potential of employee diversity and enhancing productivity.
Expand and open the traditional boundaries to involve outsiders in problem solving. Social networks can become the “circulatory system” for organizational innovation and effectiveness.
Crowdsourcing occurs when companies invite nonemployees to contribute to particular goals and manage the process via the Internet.
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Employee Productivity
Increased job satisfaction and better work-life balance
Performance and retention
Employer Productivity
Connect in real time and over distances with stakeholders
More creativity and collaboration
Connect sources of knowledge across the organization
Expand and open traditional boundaries to involve outsiders in problem solving (crowdsourcing)
Social Media and OB
Costs of Social Media
Chapter 9 | Slide 27
Can Increase Multitasking
Can Erode Productivity
Can be a Distraction
Many managers believe that social media at work is a distraction and erodes productivity.
Another and often overlooked cost of social media, and mobile connectivity more generally, is multitasking.
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Social Media and OB
E-mail is essential, but can be challenging
Some tips on managing e-mail:
Do not assume e-mail is confidential
Be professional and courteous
Avoid sloppiness
Don’t use e-mail for volatile or complex issues
Keep messages brief and clear
Save people time
Be careful with attachments
Chapter 9 | Slide 28
E-mail can be a major consumer of your time and enemy of your productivity. We continually hear that e-mail is an ever-present challenge and often an enormous time drain. To be clear, most acknowledge that e-mail is essential. But handling e-mail effectively can make it your friend instead of your foe. See Table 9.4 for the benefits, drawbacks, and some tips on managing e-mail.
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Social Media and OB
Social Media Concerns – Be Careful about Blocking Access
Chapter 9 | Slide 29
Some employees waste time at work. This has been and always will be true. But when it comes to social media, approximately 20 percent of employers block access to social media sites at work to help combat such waste and loss of productivity.
Banning access can damage employee morale and loyalty—potentially leading to even greater losses in productivity.
Potential and undesirable implications of blocking policies:
Could alienate (younger) employees. Young, old, or in between, many people are accustomed to being plugged into social sites throughout the day. Blocking their access therefore can be off-putting to employees. Moreover, organizations can block access on company devices, but so many people have smartphones, tablets, and other devices of their own. As result, many employees continue their typical use of social media but simply do so on their own devices—still on company time.
Fairness—you can’t have it one way. If employers expect employees to be connected and responsive 24/7 to work-related e-mails (e.g., those from managers, coworkers, clients, or suppliers), then it only seems fair to allow them to tend to their “own business” during work hours. This is especially true if employees also do work outside of prescribed hours (e.g., at home in the evenings or on the weekend).
Suggests a lack of trust. “Banning social media may send a message to your employees that you don’t trust them. . . . This can cause a sharp divide in the team atmosphere you want to create.”
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Blocking Access
Damaging Employee Morale and Loyalty
Greater Losses in Productivity
Alienation of Younger Employees
Issues of Fairness
Perception There is a Lack of Trust
Social Media and OB
Social Media Strategy
Chapter 9 | Slide 30
Three Primary Uses for Social Media:
Recruiting Talent
Knowledge Sharing
Reinforcing the Brand
Need a strategy to determine how to best leverage each use
Recruiting talent. The Web, and services like LinkedIn, can help identify and engage both active and passive job candidates and introduce them to the organization’s brand and job opportunities.
Knowledge sharing. Intranets and social media can facilitate the collection, dissemination, and use of knowledge, skills, abilities, and relationships both within and outside the organization.
Reinforcing the brand. Social media is a critical tool for introducing, reinforcing, and otherwise managing an organization’s brand with all types of stakeholders (e.g., customers, suppliers, and employees).
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Social Media and OB
Social Media Strategy
Social Media Strategy Concerns:
Benefits and risks
Strategic goals
Supporting business strategy
Stakeholders
Responsibility for strategy
Sufficient resources
Chapter 9 | Slide 31
What are the organizational benefits and risks of using or not using social media?
For what strategic goals or purposes could social media be used?
In what ways could social media help support or implement the organization’s business strategy?
Who are the relevant stakeholders affected by social media?
Who is ultimately responsible and accountable for the social media strategy?
Are there sufficient resources to appropriately implement and maintain social media?
What mechanisms are in place to respond to potential risks, should they occur?
Ultimately, how will the organization as a whole and employees as individuals engage in social media?
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Social Media and OB
Creating a Social Media Policy
A social media policy describes the who, how, when, for what purposes, and consequences for noncompliance of social media usage
Chapter 9 | Slide 32
If the costs and concerns aren’t enough to motivate your employer to create a social media policy that describes the who, how, when, for what purposes, and consequences for noncompliance of social media usage, then one only needs to consider the impact of any one of a growing number of online nightmares for companies.
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Social Media and OB
Elements of an Effective Social Media Policy
Chapter 9 | Slide 33
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Create safe channels for employee concerns
Clarify what is confidential
Outline the consequences for violations
Designate a spokesperson for online policies
Explain what is considered illegal
Align policy with organizational culture
Educate and train people
Test Your OB Knowledge
Sally is the CIO of Picture Perfect Corporation. She would like to maximize the benefits of using social media for PPC. Sally should do which of the following?
Not let employees know what is illegal and then prosecute them if they commit an illegal act
Tell employees they are entitled to privacy when using social media
Use social media for identifying and engaging potential employees
Do not have a separate strategic social media policy
Block employee access to social media
Chapter 9 | Slide ‹#›
The answer is (C).
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Communication Skills to Boost Your Effectiveness
The TED Five-Step Protocol for Effective Presentations
Chapter 9 | Slide 35
Step 1
Step 2
Step 3
Step 4
Step 5
Step 1—Frame Your Story. Think of your presentation as a journey and decide where you want to start and end. Consider what your audience already knows about your subject, start there, and quickly explain why it matters to you or why it should matter to them.
Step 2—Plan Your Delivery. There are three basic ways to deliver a talk:
1. Read it from a script.
2. Bullet lists that outline what will be covered in each section and guide both the presenter and audience.
3. Memorize everything you wish to say and REHEARSE.
Step 3—Develop Your Stage Presence. “Getting the words, story and substance right is a much bigger determinant of success or failure than how you stand or whether you’re visibly nervous.” Beware of how much you move—not too much or too little.
Step 4—Plan Your Multimedia. Don’t feel compelled to use the latest and greatest or any technology at all. But whatever you choose, keep it simple and don’t let it distract the audience. If photos or images are appropriate, then use them.
Step 5—Put It Together. Be prepared far enough in advance, think weeks if possible, not days, hours, or minutes. If you practice in front of others, which is a good idea, be selective.
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Frame Your Story
Plan Your Delivery
Develop Your Stage Presence
Plan Your Multimedia
Put it Together
Communication Skills to Boost Your Effectiveness
What are Crucial Conversations?
Discussions between two or more people where:
The stakes are high
Opinions vary
Emotions run strong
Chapter 9 | Slide 36
Crucial conversations are discussions between two or more people where (1) the stakes are high, (2) opinions vary, and (3) emotions run strong.
Such conversations can and do occur in all arenas of your life—school, work, and socially.
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Communication Skills to Boost Your Effectiveness
Being Effective When Having Crucial Conversations
Use the Acronym STATE:
Chapter 9 | Slide 37
S
T
A
T
E
Share Your Facts
Tell Your Story
Ask for Other’s Facts and Stories
Talk Tentatively
Encourage Testing
The acronym STATE will help you address even the most difficult conversations with a plan or path to follow.
Share your facts. Start with the least controversial, most persuasive elements that support what you want for yourself and for the relationship.
Tell your story. Enhance what you want by describing what has happened, how you’ve arrived where you are, how you’d like to see it change and why. It may help to add in what you don’t want personally or for the relationship.
Ask for others’ facts and stories. This is key to creating dialogue, which is essential if you’re to have a productive crucial conversation. Don’t talk at but instead talk with others.
Talk tentatively. Keep in mind that you’re telling a story, not stating facts. The facts came first, then you add “color” or describe the impact on you via your story.
Encourage testing. Make it safe for others to share their (opposing views). It is critical to maintain mutual respect during crucial conversations.
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Communication Skills to Boost Your Effectiveness
Managing Up
Gauge receptiveness to coaching
If your boss is receptive:
Prepare your message
Plan your delivery and tactics
Deliver
Follow up
Chapter 9 | Slide 38
Many organizations now claim that they believe in the merits of employee involvement and feedback, even upward. Note that translating these espoused values into enacted values requires skill.
The place to begin is with your manager’s receptiveness. Regardless of your organization’s policy or comments from senior leadership, you’re wise to put your efforts elsewhere if your manager is not receptive. You can’t coach a boss that doesn’t want to be coached.
Step 1—Prepare your message. Unlike crucial conversations that often happen in the moment, attempts to manage up or coach your boss is an agreed-upon arrangement that occurs over time. Therefore, use time to your advantage and prepare.
Step 2—Plan your delivery and tactics. Plan how you will deliver your message, the tone and choice of words and influence tactics that will most likely achieve your desired result. Role playing is a very valuable tool—use it!
Step 3—Deliver. When conducting the coaching conversation, be sure you:
Are sensitive. Your boss has feelings just like you, and just as you don’t like to get hammered with how horrible and disappointing you are, neither does your boss.
Don’t generalize behavior. Speak to specific areas of his/her job, specific behaviors and situations.
Provide ideas or suggestions.
Step 4—Follow up. Coaching and managing both involve more than simply providing feedback. You need to follow up to see or share how your boss has been doing in the areas discussed. Also ask what you can do to help him or her going forward.
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Test Your OB Knowledge
George is planning to give a presentation at a conference. He should do all of the following EXCEPT:
Put multiple ideas on each slide to be efficient
Decide where he should start and end the story he will be telling
Plan on not reading a script to his audience
Realize that people expect him to be nervous
Keep any technology used simple so as not to distract the audience
Chapter 9 | Slide ‹#›
The answer is (A).
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Chapter 9 | Slide 40
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Integrative Framework for Understanding and Applying OB
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Part 2: Groups
© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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