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Link download full: Solution Manual for BCOM 7 7th Edition by
Lehman
http://testbankcollection.com/download/solution-manual-for-
bcom-7-7th-edition-by-lehman
Chapter 2 Focusing on Interpersonal and Group Communication
TRUEFALSE 1. Positive strokes might include receiving a hurtful comment, being avoided or left out of
conversation, and receiving a reprimand from a superior.
(A) True
(B) False
ANSWER : (B)
2. Supportive behavior is characterized by a leader's giving detailed rules and instructions and
monitoring closely that they are followed.
Chapter 2 Focusing on Interpersonal and Group Communication
TRUEFALSE 1. Positive strokes might include receiving a hurtful comment, being avoided or left out of
conversation, and receiving a reprimand from a superior.
(C) True
(D) False
ANSWER : (B)
2. Supportive behavior is characterized by a leader's giving detailed rules and instructions and
monitoring closely that they are followed. (A) True
(B) False
ANSWER : (B)
3. In a Total Quality Management environment, decision-making power is distributed to the
people closest to the problem, who usually have the best information sources and solutions. (A)
True
(B) False
ANSWER : (A)
4. Vocal kinesic communication includes gestures, winks, smiles, frowns, sighs, attire, grooming,
and all kinds of body movements. (A) True
(B) False
ANSWER : (B)
5. Nonverbal messages can contradict the accompanying verbal message and affect whether a
message is understood or believed.
(A) True
(B) False
ANSWER : (A)
6. Listening for pleasure, recreation, amusement, and relaxation is casual listening.
(A) True
(B) False
ANSWER : (A)
7. When people listen to obtain information, solve problems, or persuade or dissuade (as in
arguments), they are engaged in empathetic listening.
(A) True
(B) False
ANSWER : (B)
8. Many bad listening habits develop simply because the speed of spoken messages is much faster
than our ability to receive and process them. (A) True
(B) False
ANSWER : (B)
9. In a flat organizational structure, communicating up and down in a top-heavy hierarchy becomes
more important than communicating across the organization chart.
(A) True
(B) False
ANSWER : (B)
10. When the members of a group cooperate, one person's success is not achieved at the expense or
exclusion of another. (A) True
(B) False
ANSWER : (A)
11. In effective groups, the focus on a common goal allows members to overcome individual
differences of opinion and to negotiate acceptable solutions.
(A) True
(B) False
ANSWER : (A)
12. Large organizational groupings are more flexible than teams because they can be assembled,
deployed, refocused, and disbanded more quickly.
(A) True
(B) False
ANSWER : (B)
13. Electronic meetings provide a rich nonverbal context, but have logistical issues of schedules
and distance. (A) True
(B) False
ANSWER : (B)
14. Electronic meetings allow companies to reduce travel budgets, save professional time, and
minimize the environmental impact caused by travel.
(A) True
(B) False
ANSWER : (A)
15. Meetings provide opportunities for participants to enhance their credibility, and communicate
impressions of power, competence, and status. (A) True
(B) False
Answer : (A)
MULTICHOICE 16. Which of the following statements is true according to Abraham Maslow's concept of a
hierarchy of needs?
(A) People satisfy their upper-level needs before satisfying their lower-level needs.
(B) A dissatisfied worker is more productive than a satisfied worker.
(C) The importance of a level increases after its needs are satisfied.
(D) Effective communicators recognize ways to help people satisfy their needs.
ANSWER : (D)
17. A(n) _____ is an emotional response one gets in a communication interaction that has either a
positive or negative effect on feelings about oneself and others. (A) interference
(B) slander
(C) stroke
(D) norm
ANSWER : (C)
18. Miquel, after earning a scholarship for superior grades in school, receives a
congratulatory letter from the dean of the school. This communication interaction is
considered a _____. (A) visual kinesic communication
(B) positive stroke
(C) vocal kinesic communication
(D) negative stroke
ANSWER : (B) 19. According to the older view of management, labeled as theory X by McGregor, management
_____.
(A) sought to motivate an individual solely through external incentives
(B) strove to balance control and individual freedom
(C) lessened the need for external motivation by treating an individual as a mature person
(D) emphasized more concern for an individual than the job
ANSWER : (A)
20. _____ is characterized by the leader's giving detailed rules and instruction and monitoring
closely that they are followed. (A) Directive behavior
(B) Supportive behavior
(C) Visual kinesic communication
(D) Vocal kinesic communication
ANSWER : (A)
21. Janet is the manager of Printennia, a content writing firm. During a project briefing session,
Janet turned to her subordinate, Juan, and said, "Don't be late for work." Although Janet did not say it verbally, she implied that Juan is not dependable, and she assumed that Juan understood what she
was implying. In this scenario, Janet tried to express her message through _____.
(A) upward communication
(B) electronic communication
(C) metacommunication
(D) telecommunication Answer : (C)
22. Alan was being interviewed for the position of business analyst at Amberg Tech Solutions.
Susan, an interviewer, looked at him and observed that he was dressed inappropriately and looked
disinterested. Susan assumed that Alan did not care much for the job and subsequently rejected his application. In this scenario, Susan got the message that he was not much interested in the job
through _____.
(A) telecommunication
(B) metacommunication
(C) visual kinesic communication
(D) vocal kinesic communication
ANSWER : (C) 23. Which of the following statements is true about nonverbal messages?
(A) They have the same meaning across cultures.
(B) They are influenced by the circumstances surrounding the communication.
(C) They are always beneficial and never harmful.
(D) They always have the same meaning for different people.
ANSWER : (B)
24. Which of the following is an accurate statement about casual listening?
(A) It requires much emotional or physical effort.
(B) It negatively affects our emotional health.
(C) It involves the search for data or material.
(D) It provides relaxing breaks from more serious task.
ANSWER : (D)
25. Mark's marriage to Stephanie was in trouble. He was depressed and spoke to Gladwin, his best
friend, about his personal issues. In this scenario, Gladwin was involved in _____. (A) casual listening
(B) listening for information
(C) intensive listening
(D) empathetic listening Answer : (D)
26. Sandra is a manager at Starlight Inc. She wants to upgrade the quality of Starlight's products.
She calls for a meeting with the technical experts of her company and asks for suggestions on how to achieve this goal. She gathers information by listening to each of the experts. In this scenario,
Sandra is involved in _____.
(A) casual listening
(B) listening for information
(C) intensive listening
(D) empathetic listening
ANSWER : (C)
27. Jakeel is a new salesperson with Sensations Inc. He attends a regional sales meeting, followed
by a reception. At the reception, he converses with three new salespeople and half an hour later he
remembers neither their names nor the topics they discussed. In this scenario, Jakeel has a bad
listening habit of _____. (A) faking attention
(B) over listening
(C) stereotyping
(D) allowing disruptions
ANSWER : (A)
28. In Total Quality Management (TQM) programs, the emphasis is on:
(A) distributing the decision-making power throughout an organization.
(B) limiting the role of each employee in an organization.
(C) increasing functional and departmental boundaries.
(D) motivating employees through traditional extrinsic incentives.
ANSWER : (A)
29. In effective groups, participants _____.
(A) have dissimilar goals, interests, or benefits.
(B) compete for the leadership position.
(C) share the same ranking.
(D) establish norms for behavior and expectations.
ANSWER : (D)
30. Createsols is a content writing company. During a project debriefing session, representatives
from different departments of the company were arguing relentlessly over who is to take blame for
the project's failure. Amy, the project lead, requested everyone to stop pointing fingers at others and
to calm down. In this scenario, Amy was playing the role of a _____ in the meeting. (A) facilitator (B) harmonizer
(C) detractor
(D) digresser Answer : (B)
31. In a group, which of the following activities is assumed by the one who takes on the role of a
reporter? (A) Preparing material for submission
(B) Maintaining records of events and activities
(C) Making sure everyone gets to talk and be heard
(D) Keeping tensions low
ANSWER : (A)
32. A _____ brings together employees from various departments to solve a variety of problems
such as, productivity issues, contract estimations and planning, and multidepartment difficulties.
(A) taskforce
(B) cross-functional team
(C) quality assurance team
(D) self-managing teams
ANSWER : (B)
33. In the _____ stage of team development, team members deal with conflicting personalities,
goals, and ideas. (A) airheading
(B) digressing
(C) storming
(D) detracting
ANSWER : (C)
34. Which of the following is an advantage of face-to-face meetings?
(A) They provide a rich nonverbal context and direct human contact.
(B) They allow companies to reduce travel budget.
(C) They save professional time.
(D) They minimize the environmental impact caused by travel.
ANSWER : (A)
35. _____ allows companies to reduce travel budgets, save professional time, and minimize the
environmental impact caused by travel. (A) Electronic meeting
(B) Face-to-face meeting
(C) Traditional meeting
(D) Conventional meeting
ANSWER : (A)
36. Which of the following is a meeting outline that includes important information: date,
beginning and ending times, place, topics to be discussed, and responsibilities of those involved?
(A) Consensus
(B) A libel
(C) The agenda
(D) A norm
ANSWER : (C)
37. _____ represents the collective opinion of a group, or the informal rule that all team members
can live with at least 70% of what is agreed upon. (A) An agenda
(B) Consensus
(C) A norm
(D) Status
Answer : (B)
ESSAY 38. Discuss in detail Abraham Maslow's concept of a hierarchy of needs.
Answer :
Psychologist Abraham Maslow developed the concept of a hierarchy of needs through which
people progress. In our society, most people have reasonably satisfied their two lower-level needs:
● physiological needs (food and basic provision) and
● security and safety needs (shelter and protection from the elements and physical danger).
Beyond these two basic need levels, people progress to satisfy the three upper-level needs:
● social needs for love, acceptance, and belonging;
● ego or esteem needs to be heard, appreciated, and wanted; and
● self-actualizing needs, including the need to achieve one's fullest potential through professional,
philanthropic, political, educational, and artistic channels.
39. How did Douglas McGregor attempt to distinguish between the older, traditional view and the
more contemporary view about workforce motivation?
Answer :
Douglas McGregor, a management theorist, attempted to distinguish between the older, traditional view that workers are concerned only about satisfying lower-level needs and the more
contemporary view that productivity can be enhanced by assisting workers in satisfying higher-
level needs. Under the older view, management exercised strong control, emphasized the job to the
exclusion of concern for the individual, and sought to motivate solely through external incentives-a
job and a paycheck. McGregor labeled this management style Theory X. Under the contemporary
style, Theory Y, management strives to balance control and individual freedom. By treating the individual as a mature person, management lessens the need for external motivation; treated as
adults, people will act as adults.
40. Discuss in detail the situational leadership model developed by Paul Hersey and Kenneth
Blanchard.
Answer :
The situational leadership model developed by Paul Hersey and Kenneth Blanchard does not prescribe a single leadership style, but advocates that what is appropriate in each case depends on
the follower (subordinate) and the task to be performed. Directive behavior is characterized by the
leader's giving detailed rules and instructions and monitoring closely that they are followed. The leader decides what is to be done and how. In contrast, supportive behavior is characterized by the
leader's listening, communicating, recognizing, and encouraging. Different degrees of directive and
supportive behavior can be desirable, given the situation.
41. What is metacommunication? Explain with the help of an example.
Answer :
A metacommunication is a message that, although not expressed in words, accompanies a message
that is expressed in words. Whether people are speaking or writing, people can be confident that those who receive a message will be sensitive to the message expressed in words and to the
accompanying messages that are present but not expressed in words. For example, "Don't be late
for work" communicates caution; yet the sentence might imply (but not express in words) such
additional ideas as "You are frequently late, and I'm warning you," or "I doubt your dependability."
42. What are the characteristics of nonverbal messages?
Answer :
Nonverbal communication includes metacommunication and kinesic messages. Metacommunications and kinesic messages have characteristics that all communicators should take
into account.
● Nonverbal messages cannot be avoided.
● Nonverbal messages can have different meanings for different people.
● Nonverbal messages vary between and within cultures.
● Nonverbal messages can be intentional or unintentional.
● Nonverbal messages can contradict the accompanying verbal message and affect whether your
message is understood or believed.
● Nonverbal messages can receive more attention than verbal messages.
● Nonverbal messages provide clues about the sender's background, attitudes, and motives.
● Nonverbal messages are influenced by the circumstances surrounding the communication. ●
Nonverbal messages can be beneficial or harmful.
43. How do bad listening habits develop? What are the different types of bad listening habits?
Answer :
Many bad listening habits develop simply because the speed of spoken messages is far slower than our ability to receive and process them. Normal speaking speeds are between 100 and 150 words a
minute. The human ear can actually distinguish words in speech in excess of 500 words a minute,
and many people read at speeds well beyond 500 words a minute. Finally, our minds process
thoughts at thousands of words a minute. Most of us have developed bad listening habits in one or more of the following areas:
● Faking attention,
● Allowing disruptions,
● Over listening,
● Stereotyping,
● Dismissing subjects as uninteresting, ● Failing to observe nonverbal aids.
44. What are the characteristics of effective groups?
Answer :
Groups form for synergistic effects. Through pooling their efforts, members can achieve more
collectively than they could individually.
Consider the following factors of group communication, try to visualize their relationship to the groups to which you have belonged, such as in school, religious organizations, athletics, and social
activities.
● Common goals. In effective groups, participants share a common goal, interest, or benefit. This
focus on goals allows members to overcome individual differences of opinion and to negotiate
acceptable solutions.
● Role perception. People who are invited to join groups have perceptions of how the group should
operate and what it should achieve. In addition, each member has a self-concept that dictates how
he or she will behave.
● Longevity. Groups formed for short-term tasks, such as arranging a dinner and program, will
spend more time on the task than on maintenance.
● Size. The smaller the group, the more its members have the opportunity to communicate with
each other. Large groups often inhibit communication because the opportunity to speak and
interact is limited.
● Status. Some group members will appear to have higher ranking than others. People are inclined
to communicate with peers as their equals, but they tend to speak upward to their supervisor and
downward to lower-level employees.
● Group norms. A norm is a standard or average behavior. All groups possess norms.
● Leadership. The performance of groups depends on several factors, but none is more important
than leadership.
45. Describe five positive group roles. How does their presence in a group help counteract negative
roles that might emerge?
Answer :
The five positive group roles are the following:
● A facilitator (gatekeeper) makes sure everyone gets the chance to be heard.
● A harmonizer keeps tensions low.
● A record keeper maintains records of team events and activities.
● A reporter interfaces between the group and external group and parties. ● A leader assumes a
directive role.
A facilitator can make sure the dominator and isolate roles do not emerge and keep digressers on
track. The harmonizer can minimize the effect of a detractor. The record keeper can keep an airhead or free rider accountable for his/her actions. The reporter can help keep a socializer on task, and the
leader can help coordinate the positive efforts of the team.
46. Discuss in detail the advantages and disadvantages of face-to-face meetings.
Answer :
Face-to-face meetings continue to be the most used meeting format in most organizations. They
offer distinct advantages and are appropriate in the following situations:
● When you need the richest nonverbal cues, including body, voice, proximity, and touch.
● When the issues are especially sensitive.
● When the participants don't know one another.
● When establishing group rapport and relationships is crucial.
● When the participants can be in the same place at the same time.
While face-to-face meetings provide a rich nonverbal context and direct human contact, they also
have certain limitations. In addition to the obvious logistical issues of schedules and distance, faceto-face meetings may be dominated by overly vocal, quick-to-speak, and high-status members.
47. Discuss in detail the advantages and disadvantages of electronic meetings.
Answer :
Electronic meetings allow companies to reduce travel budgets, save professional time, and
minimize the environmental impact caused by travel. A variety of technologies is available to
facilitate electronic meetings. Electronic meetings offer certain advantages. They facilitate
geographically dispersed groups because they provide the choice of meeting at different places/same time, different places/different times, same place/same time, or same place/different
times. Electronic meetings also speed up meeting follow-up activities because decisions and action
items can be recorded electronically. Electronic meetings have the following limitations:
● They cannot replace face-to-face contact, especially when group efforts are just beginning and
when groups are trying to build group values, trust, and emotional ties.
● They can make it harder to reach consensus, because more ideas are generated and because it
might be harder to interpret the strength of other members' commitment to their proposals.
● The success of same-time meetings is dependent on all participants having excellent keyboarding
skills to engage in rapid-fire, in-depth discussion. This limitation might be overcome as the use of
voice input systems becomes more prevalent.
48. EFFECTIVE COMMUNICATION WITH TELECOMMUTER Sue has worked from home for four years, taking phone orders for a national catalog retailer. Sue
feels unappreciated for her efforts and detached from the management and coworkers. In the past, Sue had been very efficient, responsible, on-time, and reliable. Lately, however, her performance
has faltered. Monitors listening in to her calls find she is not selling the new additional products as
it is required. Using the theories discussed in the chapter, how would you as Sue's supervisor motivate her to increase her productivity and satisfaction?
Answer :
Even if you have not done this in the past, it is never too late to use positive stroking; tell Sue how
much you appreciate her years of service and good work. Listen intently to her expression of
frustration; ask specifically what hinders her from selling additional products. By paying more
attention to her needs, you may make her feel more appreciated. Empower her to be a better
salesperson by explaining the rationale for the new offers and listening to her input about them.
Including her in strategy development may make her more willing to sell.
49. NEGATIVE METACOMMUNICATIONS In the past few months, Rhamel has frequently called in sick to work. He has received medical
treatment for a respiratory infection, but the infection continues to recur. He has missed several important deadlines and his sick leaves are dwindling quickly. Rhamel's supervisor has been patient
and supportive through this illness, but other employees have recently been asked to handle
Rhamel's work in addition to their own workload. His coworkers have started feeling resentful and
this is evident in their nonverbal communication with Rhamel when he is at work. Give three examples of negative metacommunication and two examples of kinesic messages that coworkers
may communicate to Rhamel to express their frustration and resentment.
Answer :
Metacommunication examples can include comments such as:
"Maybe you should go to another doctor who might solve this problem."
"You need to take better care of yourself so that you are more resistant to sickness."
"Maybe you could do some of your work at home when you can't come to the
office."
These kinds of statements imply criticism of Rhamel's choice of his doctor, overall level of fitness, and other important choices he has made about his work and job.
Kinesic messages from disgruntled co-workers could include the following:
Visual--frowns, avoiding eye contact, ignoring Rhamel, and not engaging in
friendly conversation.
Vocal--sarcasm, unfriendly tone, terse verbal exchange of job-related information. No expressed interest in Rhamel's physical condition and
prolonged illness.
50. TEAM FORMATION AND OPERATION Juanita has just been asked to head up a cross-functional team at work, assuming a directive role.
Members of her team exhibit various behaviors:
● Tom speaks long and often
● Robert tries to keep tensions low
● Jim is never prepared
● Monica constantly complains
● Kumar tries to make sure everyone is heard
As they meet the first couple of times, Tom and Monica push to develop strategies to achieve their goals. Discuss the various negative and positive roles found in the group. In what ways can the
negative roles be diminished? At what stage are Tom and Monica trying to operate, and what stages
and work need to be done before strategies are developed?
Answer :
The following roles are represented in the team:
Positive group roles: Juanita (leader), Robert (harmonizer), and Kumar (facilitator)
Negative group roles: Tom (dominator), Jim (airhead), and Monica (detractor)
Generally, negative roles are diminished as the group communicates openly about its goals and
expectations. Tom and Monica seem to be at the Norming stage (developing strategies and
activities that promote goal achievement). The team could benefit by first spending time Forming
(becoming acquainted with each other and the assigned task) and Storming (dealing with conflicting personalities and ideas). The team could then more effectively develop strategies to
accomplish its tasks and more likely reach its optimal performance level.
IN THIS CHAPTER YOU WILL FIND:
LEARNING OBJECTIVES KEY CONCEPTS KEY TERMS CHAPTER OUTLINE TEACHING SUGGESTIONS CLASSROOM ACTIVITIES REVIEW QUESTIONS & SUGGESTED ANSWERS FEATURED ASSIGNMENTS ADDITIONAL ASSIGNMENTS CASE ASSIGNMENTS
LEARNING OBJECTIVES
1 Explain how behavioral theories about human needs, trust and disclosure, and motivation relate
to business communication.
2 Describe the role of nonverbal messages in communication.
3 Identify aspects of effective listening.
4 Identify factors affecting group and team communication.
5 Discuss aspects of effective meeting management.
KEY CONCEPTS
Behavioral theories form the conceptual basis for business communication. Nonverbal
communication, listening, and group communication are essential interpersonal skills for success in today’s organizations. A team is a group with a clear identity and a high level of member
commitment. Groups and teams communicate via both traditional and electronic meetings, which
must be managed successfully to insure that organizational goals are met.
KEY TERMS
TERM PAGE TERM PAGE
Agenda 33 Norming 31 Brainstorming 33 Performing 31 Casual listening 25 Product development team 30 Consensus 33 Quality assurance team 30 Cross-functional team 30 Role 27 Directive behavior 22 Status 27 Empathetic listening 26 Storming 30 Forming 30 Stroke 21 Intensive listening 26 Supportive behavior 22 Interpersonal intelligence 21 Task force 30 Listening for information 26 Total Quality Management 23 Metacommunication 23 Visual kinesic communication 23 Norm 29 Vocal kinesic communication 23
CHAPTER OUTLINE
2-1 Behavioral Theories That Impact Communication 21 2-1a Recognizing Human Needs 21
2-1b Stroking 21
2-1c Exploring the Johari Window 21 2-1d Contrasting Management Styles 22
2-2 Nonverbal Communication 23
2-2a Metacommunication 23
2-2b Kinesic Messages 23 2-2c Understanding Nonverbal Messages 24
2-3 Listening as a Communication Skill 25
2-3a Listening for a Specific Purpose 25 2-3b Bad Listening Habits 26
2-4 Group Communication 27
2-4a Increasing Focus on Groups 27 2-4b Characteristics of Effective Groups 29
2-4c Group Roles 30
2-4d From Groups to Teams 30
2-5 Meeting Management 32 2-5a Face-to-Face Meetings 32
2-5b Electronics Meetings 32
2-5c Suggestions for Effective Meetings 33
TEACHING SUGGESTIONS
LEARNING OBJECTIVE 1
Explain how behavioral theories about human needs, trust and disclosure, and motivation relate to business communication
Behavioral Theories and Communication To communicate effective with others, you must understand them, what motives them, and what
can facilitate better communication. Theories from the fields of psychology and sociology provide
understanding of human needs and motivations with insight into achieving more effective
workplace communication.
Maslow’s Hierarchy of Need. A hierarchy of needs through which people progress. Higher
needs generally cannot be met if lower ones are not. Communication targeted to specific
needs can appeal to receiver’s if the receiver’s need is identified.
Stroking. The emotional response that occurs in communication interaction, either positive
or negative on feelings about one’s self or others.
Johari Window. A matrix that can help determine what is known or unknown to self and
others. Promotes the idea of increased trust and openness that leads to better
communication.
Management Styles. Various management styles, such as Theory X and Theory Y, directive
and supportive behavior, and Total Quality Management, suggest various communication practices impact leadership and management effectiveness.
LEARNING OBJECTIVE 2
Describe the role of nonverbal messages in communication.
Nonverbal Communication
Illustrate the different components of nonverbal communication. Remind students that
nonverbal includes everything except the actual words that occur in an interaction.
Ask students to watch an interaction from a distance, involving people they do not know. Have
them analyze the kind of interaction they viewed based only on what they could see from a
distance (they could not hear the words). How much could they decipher? Emphasize that what
they learn about the people and the situation is based only on nonverbal behaviors.
Have students complete Additional Assignment 1 and discuss in class.
Metacommunication
Discuss how what someone says may not be what is interpreted by the receiver. Ask students
what they think might influence different interpretations by different people who receive the
same verbal message.
Have students discuss similar metacommunication situations in their academic, work, and/or
personal experiences.
Kinesic Messages
Discuss messages sent and perceived through nonverbal behavior.
Discuss how different kinesics messages can have different meanings to different people, based
on culture, background, gender, age, etc. Ask students for examples of situations where they
have misread body language or where their body language has been misunderstood.
Understanding Nonverbal Messages
Demonstrate several nonverbal signals and have students write down what they perceive to be
their meanings.
You might include some of the following: folded arms, raised eyebrows, scratching the head,
hands on hips, shrug of shoulders, etc.
Have students share their perceptions. Were there differences in what students perceived?
Explain. How might those signals be interpreted differently when accompanied with various
word messages?
Cultural Differences in Nonverbal Communication
Ask students to consider how other cultures might react to nonverbal messages. Discuss the
possible reactions and encourage students to share other examples.
Nonverbal Communication and Gender
Discuss the differences between the communication styles of men and women. For instance in
the United States
The male approach to tasks is confrontational and results oriented
The female method of working is collaborative and oriented toward concern for individuals
LEARNING OBJECTIVE 3
Identify aspects of effective listening.
Listening as a Communication Skill
Because of its pervasive nature, listening should be a concern of other disciplines in addition to
business communication. In the business communication course, listening instruction should be related to interpersonal and group communication and interviewing practices.
To emphasize that people may not listen as effectively as they think they do, administer the
following listening test: (Test reprinted with permission of South Central Bell.)
Directions: Listen carefully because I will read each question only once. Use a pencil and paper to
record the answer after each question has been read.
In the series of numbers “5–8–4–1–6,” the second number is 8. Yes.
In the list of words “by-of-in-at-on,” the word beginning with “a” is “at”. Yes.
In the list of names “Adam, Meredith, Timothy, Jack, Suzette,” which begins with a
“J”? Jack
In the series of numbers “8–1–9–5–3,” the third number is 9. Yes.
Answer true or false to the following: In the list of words “below-go-snow-throw-flow,” the third word mentioned is “throw.” False.
Multiply the number 9 by 2, subtract 3, add 10, and divide by 5. The answer is 5. Yes.
Listen carefully to this statement: “Send five box tops with your name and address and
25 cents to Box 45, Denver, Colorado 80200, to receive the special gift offer.” The number of cents to be enclosed is 25. Yes.
Listening for a Specific Purpose
Discuss the different types of listening.
Discuss and give examples of the different reasons for listening:
To interact socially, such as talking with your colleagues about weekend plans.
To receive information, such as calling a vendor to obtain a price for an item.
To solve problems, such as discussing with your team members why work must be
completed earlier than you had planned.
To share feelings with others, such as hearing how a co-worker is tired of the two-hour
commute to work every day.
Poor Listening Habits
Discuss poor listening habits.
Ask students to work in small groups to discuss a situation they have faced that provides
evidence of bad listening habits. Ask each group what specific suggestions they could provide
that would improve listening in this situation.
Ask a member of each group to share the listening suggestions with the class. Use these
presentations to lead into a class discussion of speaker and listener responsibilities.
Lead students in a discussion of how to overcome bad listening habits.
Suggestions for Effective Listening
Discuss effective listening guidelines. Help students identify listening weaknesses and develop
a plan for improvement.
Emphasize the role Kinesics play in active listening. Remind students to pay attention to
nonverbal messages, both as a sender and a receiver of a message and to stay physically and
mentally involved.
LEARNING OBJECTIVE 4
Identify factors affecting group and team communication.
Increasing Focus on Groups
Lead students in a discussion of how communication in flat organizations differs from that in
traditional organizations. Emphasize the need for more lateral (horizontal) communication and how that can be accomplished.
Flat Organizational Structure
Discuss the barriers that include role vs. status, excessive competition, flat organizational
structures that pose new requirements for communication flow.
When mid-level positions are eliminated, communication must be redirected.
Heightened Focus on Cooperation
Competition has been a characteristic way of life in U.S. companies, both externally and
internally. What are the reasons for competition? What are the benefits to competition? How
does excessive competition diminish, if not eliminate, the success of communication?
Ask students to share their experiences with competition in their academic and professional
lives.
Discuss the win/lose philosophy of competition and the win/win philosophy of cooperation.
Characteristics of Effective Groups
Discuss characteristics of effective groups. To illustrate the importance of common goals, ask students what happens in a team project in which two members want to make an “A” and the
other two members are satisfied with a “C.”
Ask students what size team they prefer for completing school projects, giving reasons for their
preference.
Ask students to recall a negative team experience they may have had at school or work. Which
of the characteristics were lacking in that situation?
Group Roles
Discuss group roles. Which roles are positive? Which are negative? Can an individual group
member play more than one role?
Ask students to think of a group of which they are members (school, work, family, club,
church, etc.) and to identify persons in that group who play each of the discussed roles.
Does their role change in different groups? Does a group member always choose their role?
Explain.
Reiterate the communication styles of men and women discussed in Chapter 2. How can these
differences affect the team dynamic?
Give a small group of students a topic for a meeting. Have the men in the group be
stereotypical “male” communicators and have the women be stereotypical “female”
communicators. Have them act out a meeting on the topic you choose. Ask the remaining
students to analyze where the breakdowns occur in the meeting process and discuss how to
remedy those breakdowns.
From Groups to Teams
Lead a discussion of different types of teams. Remind students that becoming a team is a
process that does not occur simply because a group is put together by a manager or supervisor. For a group to become a team, it must go through a development process with four distinct
phases—forming, storming, norming, and performing. All teams will not reach their optimum
performance level but will settle for the acceptable performance that comes in the norming
stage.
Discuss how corporate team-building has changed and how companies are using off-site
physical and mental activities to make on-site teamwork more effective.
In small groups, have students brainstorm a list of recommendations for using teams
effectively. As each team reports its list, record the recommendations on the chalkboard or
overhead.
Discuss team behaviors. Newly formed groups often find it helpful to set aside time to define
their purpose, expectations, and roles.
How can groups experience conformity without sacrificing individual expression?
Group Conflict
Deliver an overall perspective on the three types of group conflict: personal, substantive, and
procedural.
Discuss the other factors, competition within a group and social dilemmas, which groups create
for members.
Remind students that cultural differences among group members may be an underlying cause of
conflict and can also affect the resolution process.
Discuss the five basic tactics used to deal with conflict. Which conflict resolution technique is
most likely to promote group unity?
Groupthink
Lead a discussion of the value of conflict in the group process. Stress the following points:
Groupthink is a destructive phenomenon that results when a group develops a single
mindset rather than exploring alternative solutions.
Groupthink can result because of pressure to conform and to present a unified front.
The space shuttle Challenger disaster was a prime example of groupthink at work. After the tragedy, numerous persons involved with the project indicated that they had
indeed had reservations about the launch, yet the pressure to not further delay the
mission influenced them to say nothing to the contrary. Conflict is a healthy process that counteracts groupthink.
LEARNING OBJECTIVE 5
Discuss aspects of effective meeting management.
Meeting Management
Have you ever heard someone say “I have been in meetings all week, and we haven’t
accomplished anything!” Managers often spend up to 60 percent of their time in meetings that
can sometimes turn into a free-for-all. Effective meetings don’t just happen; they occur because the organizer engages in careful planning and attention to specific guidelines.
Discuss the relative advantages and limitations of face-to-face and electronic meetings.
Suggestions for Effective Meetings
Brainstorm with students to identify characteristics of ineffective meetings they have been in.
Reviewing characteristics of ineffective meetings, ask students for suggestions for making
meetings more productive.
CLASSROOM ACTIVITIES
1. Identifying Appropriate Listening Styles: Identify a situation you have experienced that would
be appropriate for each of the following listening styles: casual listening, listening for information, intensive listening, and empathetic listening. Describe how you could maximize
your listening experience in each case.
After reading student responses, summarize their suggestions for maximizing their own listening.
Challenge each student to target several of the suggestions for personal implementation.
2. Gestures: Separate into groups of three to five and take turns using particular gestures, facial
expressions, and other body language. Members of the group not delivering the nonverbal
communication should try to identify as many possible interpretations of the gesture as they can. Once all group members have had at least one turn, discuss which interpretations you
found most surprising and how your individual perspective might be influencing your
interpretation of someone else’s body language.
After small group discussions, have each group present one or two of their most surprising
interpretations and how those might reflect individual perspective. Below are some further
examples and their possible interpretations:
Nonverbal Possible Meaning Misinterpretation
Steeping hands propping
arms on the table because tired
I am better than you. Covering mouth with hand
when talking
I think I have bad breath. I am lying; I have no
confidence.
Not making eye contact.
The sun is in my eyes. I am lying; I am not confident. Being the only one standing.
I need to stretch. I have authority over you
3. Performing as a Group: Group Contracts: One way to ensure that a group has the discussion
that is necessary to begin on the path of performing is to create a group contract. Creating a
group contract can help to ensure that you discuss your expectations of each other, assigned task responsibilities, deadlines for project milestones and the final product, and group member
roles. A group contract may also specify a procedure for dealing with problems in the group,
such as a failure to meet group expectations, follow procedures, and meet deadlines. To complete a group contract, follow the steps below:
a. You and your group members should discuss and identify your expectations of each other regarding the completion of your team project. These expectations generally include
concerns about participation, meeting attendance, meeting deadlines, following procedures
and revising individual contributions to the group project. Discussion of group standards
regarding the quality of the work expected or the graded desired are also helpful in clarifying expectations and setting goals. A final area of discussion might identify
individual assignments or group member roles.
b. If desired, you and your group members should identify the consequences for not fulfilling
these expectations. Specifying consequences can be helpful for two reasons 1) it provides
an opportunity to empower group members to deal with problems in a proactive way and 2) it mitigates against the enabling of free-riding and social loafing. Examples of
consequences might include percentage reductions in an individual’s group grade if
deadlines are not met or revisions are not made to meet agreed upon standards. Another example of a consequence might be the termination of a group member after a series of
group expectations are not met.
c. After discussing group expectations and consequences, each group should detail these in a
document that each member signs to show his or her understanding and agreement. The
contract should be as specific as possible so that expectations are clear to all group members. For example, you might specify what constitutes poor attendance, inadequate
participation, and unacceptable work quality. Ideally, your contract will also provide a list
of project milestones and a schedule of project deadlines.
Depending upon the group, contract contents may differ. All contracts should include a discussion
of group member expectations. This discussion might specify expectations in the following areas: participation, meeting attendance, meeting deadlines, following procedures, revising individual
contributions to the group project, quality of work, and individual assignments and/or group
member roles. If addressed, a consequences section would specify the results of not complying with
each of the identified team expectations. Ideally, the contract would include a schedule for the project with milestones and signatures of each team member.
4. Analyze a Team Meeting: After you and your team hold a planned meeting, you may wish to
analyze its effectiveness by discussing what you observed, including the communication behaviors and roles each team member played. In performing the assessment, try to consider
the issues discussed in the chapter and identify them in your analysis. You might consider the
following:
a. What did we do in this meeting that worked well?
b. What happened that we might not wish to repeat? Are there bad habits into which we might
fall?
c. What roles did each team member play? How did you determine these roles? Where the
roles helpful in achieving group goals? Why or why not?
d. What types of communication behaviors did team members display? For example, was it
common for team members to ask questions to clarify understanding (active listening) or did they assume understanding?
e. How well did members attend to both task and socioemotional functions? Were you able to
follow and stick to your plan for the meeting? Were the goals of the meeting met? On the
socio-emotional side, did members feel valued and supported in their contributions? Were
individualistic behaviors avoided?
Responses will vary depending upon the team. Responses should indicate an understanding of the key group roles—task, socio-emotional or individualistic—and the communication behaviors
associated with each.
REVIEW QUESTIONS & SUGGESTED ANSWERS
1. When a manager says to the sales staff, “Let’s try to make budget this year,” what are
some of the possible metacommunications?
Some possible metacommunications are as follows: “You didn’t make budget last year, but try to
do it this year.” “I don’t have any confidence in your ability to make budget this year, but try anyway.” “The budget that upper management has given us is so ridiculous; I don’t expect you to
make the budget. So don’t worry about it.”
2. What roles do culture and gender play in nonverbal communication?
Nonverbal messages have different meanings from culture to culture, and men and women from the
same culture typically exhibit different body language. Such nonverbal behaviors are learned through the example of others.
3. How is the activity of listening impacted by the particular situation?
People satisfy a variety of purposes through listening, including social interaction, receiving of
information, problem solving, and sharing of feelings. Each activity calls for a different style of listening.
4. Discuss six bad listening habits. Which do you think is the biggest challenge for you
personally?
Bad listening habits include faking attention, allowing disruptions, over listening, stereotyping,
dismissing subjects as uninteresting, and failing to observe nonverbal aids. Personal responses of
students will vary.
5. What is a possible cause of most conflict between or among groups?
Lack of understanding about the nature and roles of other persons or groups is a possible cause of most conflict between or among groups. This shortcoming is a communication problem that leads
to conflict.
6. How are a group and a team different?
The main difference between groups and teams are in member attitudes and the levels of
commitment.
7. Discuss how a flat organizational structure affects communication.
In a flat organization, communicating across the organizational chart becomes more important than communicating up and down in a top-heavy hierarchy. Communication is enhanced because the
message must travel shorter distances. Much of the communication is face to face.
8. What are some factors to consider in deciding whether to hold a face-to-face meeting or
an electronic meeting?
Geographic dispersion, familiarity of participants with one another, and technical capabilities of
participants should all be considered in deciding whether to hold a face-to-face or an electronic meeting.
9. Why do some teams never reach the highest stage of team development? What can be
done to overcome the obstacles to peak team performance?
Teams fail to reach the highest performance stage because of lack in one or more of the 4 C’s:
Commitment, Cooperation, Communication, and Contribution. For instance, a team could fall short of the performing stage because of a lack of commitment to common goals. Or a team could stall
because the personality styles of each team member have not been explored and their roles have not
been well defined. Poor communication can result in low team performance, as can the lack of quality contribution by one or more members.
10. Why are records such as agendas and minutes important to group success?
An agenda provides a plan for the meeting to keep everyone informed and to provide for orderly
activity. Minutes provide a written record of meeting actions to assure that necessary tracking,
follow-up, and implementation occur.
11. Review suggestions for making meetings more effective? Provide examples, if possible,
from your own experience.
Suggestions for increasing the effectiveness of meetings include the following: limit meeting time
and frequency, make satisfactory arrangements, create and distribute an agenda beforehand,
encourage participation, maintain order, manage conflict, seek consensus, and prepare thorough minutes.
FEATURED ASSIGNMENTS
1. Assessing the Professional Value of Interpersonal and Group Communication Skills: Considering your career goal, select the three concepts presented in the chapter that you feel
will be most important to your professional success. Write a one-page summary, justifying and explaining your selections.
2. Metacommunication: Keep a journal over a period of two to five days that records events
involving metacommunication. Describe how each incident influences the understanding of the verbal message involved.
Form small groups and have students share their most interesting events. Compile a list and give a
brief informal presentation to the class. Focus on misinterpretations and how they could have been avoided.
3. Cultural Differences in Nonverbal Behaviors: Choose a specific country, such as Argentina,
Germany, India, or Thailand. Conduct internet research to find out more about the nonverbal behaviors of which a person doing business in that country should be aware and then
summarize what you have learned.
Student responses to this assignment will vary depending upon the country that is chosen, but they
should provide a discussion of how differing values, beliefs and practices may affect
communication. Student responses should more narrowly focus on how these cultural differences influence nonverbal behaviors and their meanings.
4. Perceptions of Nonverbal Behaviors: Find and observe a speaker. Good sources are television
interviews or speeches or speeches on the internet or You-Tube. Identify and analyze the
speaker’s nonverbal communication. Describe how these nonverbal behaviors affected your perceptions of the speaker. For example, did you like the person? Why or why not? (Please
remember to focus on his or her nonverbal communication.) Did you trust the person and
believe what he or she had to say? Was he or she interesting? Why or why not?
Student responses to this assignment will vary depending upon the speech that he or she observes.
Nonverbal behaviors that might help to improve likeability could include smiling by the speaker, allowing his or her personality to show through in tone of voice, facial expressions and gestures,
and trying to connect with the audience through eye contact, gestures and body language. Trust can
be engendered through direct eye contact and an open rather than closed body position. Interest can
be improved through similar nonverbal behaviors as those used to engender likeability.
5. Identifying Deterrents to Group Success: In small groups, discuss negative group situations in
which you have participated. These groups could be related to school, organizations, sports
teams, performing groups, etc. Referring to the chapter information, identify reasons for each
group’s lack of success. Make a list of the most common problems identified in the team. Compare your list with that of other small groups in the class.
Responses will vary. Students should focus on a lack of common goals, misunderstood role
perceptions, group size, or lack of leadership as reasons for groups not succeeding.
6. Analyzing Group and Team Experiences: As a team, visit the website of the Institute for
Performance Culture at http://teaming-up.com. From the Free Resources menu tab, click on
“Are you a True Team?” and together take the survey. Some of the items may not relate to your short-term project team but will provide you with ideas of issues faced in real-world work
teams. Discuss the evaluation report produced from your survey. Send your instructor an email
message, summarizing what your team survey revealed and how you will use the information to improve your team performance.
When student teams take this survey, ask them to click the “Next” tab at the end of the survey. Students should consider the five types of groupings outlined on the web site. Email messages
about this activity should focus on what the teams learned about themselves as individuals and
about how they work together as a team. They should also outline some strategies for improving
themselves as a team.
7. Boosting Team Effectiveness: Research and read a selection of three articles on corporate
teambuilding activities. In class, get into groups of three to five individuals and share the
activities you’ve read about. Then, determine which of the activities has the most potential for building a high-performance team.
Summarize group responses for class discussion. Responses should focus on addition of off-site physical activity such as ropes courses or trust-building exercises to help team collaboration on the
job. Students might also look at local activities available to build teams, such as miniature golf
courses, paintball facilities, or rollerblading parks.
8. Documenting Meeting Activities: Attend a meeting of an organization of your choice, obtain a
copy of the agenda, and prepare minutes of the meeting. Submit your meeting documentation in
class.
Evaluate the minutes for completeness. Follow up with a class discussion of the importance and
purposes of meetings.
9. Analyzing a Meeting for Effective Behaviors: Attend a meeting of an organization of your
choice. Compare the activities of the attended meeting with the “Suggestions for Effective
Meetings” presented in the chapter. Email your instructor, describing the meeting attended and
summarizing how well the meeting reflected the chapter suggestions and how it might have been more effective.
Responses will vary. Students should focus on how well the meeting manager (a) limits the running time of the meeting, (b) sets the agenda and distributes in advance, (c) encourages participation, (d)
maintains order, (e) manages conflict, (f) seeks consensus, and (g) aids in preparing thorough
minutes.
10. Groupthink: Recall a time when a group of which you were a member suffered from
groupthink. How did you handle it? Were you swept up and afraid to voice a contrary opinion,
or did you speak out with an alternative idea or solution? Email your examples and reactions to
your instructor.
Responses will vary.
ADDITIONAL ASSIGNMENTS
1. Nonverbal expressions: Generate a list of phrases and nonverbal expressions peculiar to their
culture that groups from another culture might not understand. Identify any conflict situations that could arise from the misinterpretation of the collectively understood terms. Consider also
how group norms play a part in the understanding of collective culture. Be prepared to present
one item from your list as the topic for a 5-minute presentation to the class.
Phrases and nonverbal examples will vary, but students should focus on which levels of conflict
will arise because of these differences. Discuss the importance of being aware of cultural
differences and how conflict can be avoided with careful attention to others’ cultures.
2. Communicating Nonverbally in a Job Interview: Locate an article on the internet or on one of
your library’s databases that gives useful suggestions for ensuring that your nonverbal
behavior in a job interview makes a favorable impression.
Expand the list of recommended nonverbal messages and their interpretations. Share your list with
the class, complete with demonstrations, in an informal presentation. Presentation formats will vary. Encourage students to be creative by setting up a mock job
interview and having both the interviewer and interviewee exhibit positive and negative nonverbal
behaviors during the interview. Or ask one group to model negative behaviors and the other to
model positive behaviors.
Additions to the positive behavior list might include:
Using a firm handshake—I am confident in myself and my abilities.
Nodding and giving feedback while someone is talking—I am listening; I care about what you
have to say.
Wearing clean, well-pressed business attire with shoes that have been shined—this interview is
important to me.
Additions to the negative behavior list might include:
Standing while everyone else is sitting—I am better than you; I have authority over you.
Talking with a hand over the mouth—I am lying: I am not confident in what I am saying.
Biting fingernails—I am nervous or anxious.
Looking at the door or a watch frequently—Hurry up! I have better things to do with my time.
3. Locating Information on Nonverbal Communication in Other Cultures: Locate one or more
articles from library databases or the Internet that discuss nonverbal communication in various
cultures. Compile a list of body language and behaviors that have different meanings among cultures. Discuss how ignorance of these differences might affect interpersonal communication.
Encourage students to share their findings in small groups and compile a list of gestures that have
different meanings. Have each group share one or two gestures with the class and discuss the various meanings.
4. Communicating with Diverse Cultures: Choose a culture that differs from your own then
describe your beliefs, attitudes and perceptions about that culture. Now conduct internet research or interview someone from that culture to find out more about it and its values, beliefs
and practices. After learning more about the culture, what misperceptions did you hold about
it? How might this knowledge help you to improve your communication with people from this culture?
Student responses to this assignment will vary depending upon the culture that is chosen, but they
should provide a discussion of how differing values, beliefs and practices may affect communication. Encourage students to share their findings in small groups or with the class.
5. Analyzing Limitations of Electronic Communications: Consider a distance learning
conference or course in which you have participated. How were nonverbal communication, listening, and other factors different from what you have experienced in traditional class
settings? How do your experiences relate to the conducting of electronic meetings?
Have students discuss their impressions about the distance interaction and identify the relative
advantages and disadvantages.
6. Maximizing the Effectiveness of Virtual Teams: Consider the significance of this statement
“Certain personality types are more likely to thrive in the virtual team experience.” Develop a
list of personality attributes that would enable a person to work effectively as part of a virtual
team. In a short written or oral report, share your list, justifying your selections with facts and references.
Personality attributes listed might include discipline, detail orientation, and timeliness; these are
complimented with strong written communication skills, problem-solving ability, and a comfort with technology. The links provided in the text enrichment provide a wealth of information about
effective virtual team membership.
7. Using Instant Messaging (Chat) to Communicate: Following directions from your instructor,
participate in an online chat with your class about one of the following topics: (a) how to
overcome listening barriers, or (b) guidelines for effective group communication.
Grading of this assignment should focus on content, rather than format. Completeness of the
message and attention to what the assignment requested in the way of information should be the
key criterion for evaluation.
CASE ASSIGNMENT
The case for Chapter highlights how eBay is using new concepts in improving customer satisfaction, promoting teamwork, and performing in the global marketplace to become a company
where $1,400 worth of goods are traded every second.
Growing faster in its first decade than any other enterprise in the history of capitalism, eBay has exploded as a global online marketplace connecting buyers and sellers 24/7. Founded in
1995, eBay now conducts more transactions every day than the Nasdaq Stock Market and has
annual revenues of more than $4 billion.
EBAY CONNECTS A WORLDWIDE MARKET
EBay has become a marketing phenomenon. It has empowered people to create their own
businesses and has changed the way people think about junk they once might have sold at garage
sales. More importantly, it has demonstrated that trust between strangers can be established over the Internet. According to eBay spokesperson Hani Durzy, “The Internet has leveled the playing field
in terms of commerce, allowing individuals, small business, and big corporations to all compete
against each other.” As it redefines consumer culture, the tremendously successful auction site stirs debate over its impact on society. Is it a portal to a new, global society? Does it elevate materialism
above all other belief systems? Does it define who we are as a society?
Growing faster in its first decade than any other enterprise in the history of capitalism,
eBay has exploded as a global online marketplace connecting buyers and sellers 24/7. Founded in 1995, eBay now conducts more transactions every day than the Nasdaq Stock Market and has
annual revenues of more than $4 billion. In the 1990s, people thought e-commerce would be
dominated by big players, but instead the last decade has produced a market driven by individuals and small businesses.
Nearly 160 million registered users in 33 markets can scan 55 million items at any time,
and about $1,400 worth of goods are traded on the site every second. eBay has also created jobs, with more than 724,000 Americans saying they earn all or most of their income selling goods
online through eBay. The site has provided people with the opportunity to start their own
businesses at reduced costs by using eBay to buy needed equipment and to sell their goods.
Founder and chairman, Pierre Omidyar, acknowledges that running eBay has never been just about managing employees. It’s also about guiding and understanding the ever-growing community of
eBay sellers. eBay is known for listening to its customers. The company’s feedback system allows
buyers and sellers to evaluate each other based on the quality of their dealings. PayPal, the part of eBay that allows individual sellers to accept credit card payments, was a direct result of customer
demand; in the near future, eBay listings, which are now static web pages, will have sound and
video.
EBay continues to expand worldwide. In about 15 percent of current transactions, the buyer and seller are in different countries. With this ratio steadily increasing, eBay has a tremendous
power to connect the Third World with the industrialized world. Omidyar says that the most
significant lesson demonstrated by eBay is “the remarkable fact that millions of people have learned that they can trust a complete stranger. That’s had an incredible social impact. People have
more in common than they think.” To be effective in the ever-changing environment of business,
you will need to have an understanding of human behavior and its influences on organizational and group communication.
Since Meg Whitman joined eBay as CEO in 1998, revenues have exploded, and eBay has
become a household word throughout much of the world. Meg Whitman had never even heard of
eBay when she agreed to interview. She hoped her headhunter would call back with something more promising. Little did she know that the firm she had never heard of would become one of
history’s fastest growing companies with her at its helm.
Under her democratic leadership, the collective intelligence and enthusiasm of 160 million customers determine and drive the daily actions of the company’s 9,300 employees. “At eBay, it’s a
collaborative network. You are truly in partnership with the community of users. The key is
connecting employees and customers in two-way communication. We call it “The Power of Us.” A key belief underlying Whitman’s leadership is that people are basically good and can be
trusted. A second of her guiding principles for management is to never assume you know more than
the marketplace or community, because you don’t. To learn more about the growing community of
Chinese Internet users, Whitman has made several trips to China, listening and trying to understand how the country actually works.
It’s debatable as to whether great leaders are born or bred, and in Whitman’s case the
mystery continues. Following completion of an MBA at Harvard, Whitman began her career in brand management at Procter & Gamble, where she learned to always put the customer first.
Through holding positions with several other firms before joining eBay, including Bain, Disney,
StrideRite, and Hasbro, Whitman learned how to get things done in places where she was not well
known or well established. This required listening, learning, collaboration, and building business relationships. She credits Disney’s late president and chief operating officer, Frank Wells, with
teaching her the importance of executive humility.
Although nurturing, no one mistakes Whitman’s sensitivity for weakness. In fact, she is a strong believer in maintaining boundaries. An example is her decision to ban the sale of weapons
on eBay. According to Tom Tierney, eBay director, “Meg is a hybrid, and that’s the model for the
future, a decisive general manager with an open-minded influencer.” In 2004, The Wall Street Journal and CNBC recognized Meg Whitman’s unusual talent by naming her as the business leader
of the future; and in the same year, Fortune named her the most powerful woman in American
business. Whitman sums up her leadership philosophy simply: “Executive leadership is a span of
influence, not of control.”
Sources: Johnson, K. S. (2005, October 21). eBay exec at Tech Week for e-commerce pep talk. The Denver Post, p. C-03; Meyers, W. (2005, October 31). Keeping a gentle grip on power. U.S. News & World Report, 139(16), 78; Shapiro, S.
(2005, September 4). If everything is for sale, what does it say about us? Internet auction site eBay is both sacred and profane—and distinctly American. The Baltimore Sun, p. 7F; Maney, K. (2005, March 22). 10 years ago, eBay changed the world, sort of by accident. USA Today, p. 1B; Meyers, W. (2005, October 31).
Questions
1. Explain what Meg Whitman means by “The Power of Us.”
Whitman espouses the value collaboration and teamwork of all the people involved with eBay—
employees, buyers, and sellers. She values the basic good in all people and partnerships to support her business.
2. What factors contributed to the leadership style exhibited by Whitman?
According to Whitman’s leadership principles, people are basically good and can be trusted. She
also believes in never assuming you know more than the marketplace or community so that a leader
does not alienate anyone.
3. What does “executive humility” mean?
By Whitman’s definition, executive humility is using listening skills, collaboration, and building relationships to influence others to act a certain way, rather than trying to use power as an executive
to force them to act.