Critical analysis

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Develop a short paper critically analyzing key points from the assigned chapters. “Critical Thinking involves analysis, evaluation, and a synthesizing of facts, ideas, opinions, and theories” (Jones, 2013, para. 1).

Papers will be 3-4 pages in length, and must follow APA guidelines (The cover/title/reference pages do NOT count as content pages; no extra spacing between paragraphs; and plagiarized content earns a zero grade-you must cite all sources). Students will utilize content from the textbook, and can also use articles, journals, or other resources to support your papers. (Note: Wikipedia is not a scholarly source). The paper will include:

  • Title/cover page
  • Introduction
  • Content/Critical Thinking Analysis: Identify 3-4 key elements from textbook chapters assigned for weeks 4, 5 and summarize in this paper. NOTE* Provide examples of how these concepts/models/theories apply to you and your organization-justify your opinions with supporting facts and documentation.
  • Summary/Conclusion
  • References.

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Leadership Communication, 4th edition by Deborah J. Barrett Leadership Communication in an Organizational Context Lectures Based on Leadership Communication, 4th edition By Deborah J. Barrett, Ph.D. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Leadership Communication, 4th edition by Deborah J. Barrett Discussion Topics ❑ Classical approaches to organizations ❑ The human relations approach and role of communication ❑ Managing supervisor-subordinate relationships ❑ Mentoring and coaching ❑ Networking 12-2 Leadership Communication, 4th edition by Deborah J. Barrett Three Classical Theories Theorist and Theory Taylor (1911) – Scientific Management Major Characteristics ❖Scientific design of every task ❖Careful selection and training of workers ❖Equal division of work and responsibility ❖Fair pay Fayol (1949) – Administrative ❖Clear chain of command and direction of communication from top to bottom ❖Defined groupings of activities 12-3 Leadership Communication, 4th edition by Deborah J. Barrett The Three Classical Theories (continued) Theorist and Theory Weber (1947) – Bureaucratic Major Characteristics ❖Order through clear rules and regulations ❖Preferred type of authority—rational legal ❖Bureaucracy with clear hierarchy and division of labor ❖Objectivity in hiring, promoting, firing 12-4 Leadership Communication, 4th edition by Deborah J. Barrett Human Relations Management ❑ Human relations management resulted from challenges to the scientific management approach and the shift in viewing workers as part of a machine. ❑ The Hawthorne Studies—one of the of most famous challenges, which consisted of experiments conducted at Western Electric 1924 – 1933: ❖ The first study was designed to determine the relationship of productivity to lighting in the plant. ❖ This first study and the rest found personal attention to the workers increased productivity not the lighting. 12-5 Leadership Communication, 4th edition by Deborah J. Barrett McGregor’s Theory X and Y ❑ Theory X company is rigid and autocratic; workers have part of the machine, needing and preferring command and control, motivated by money ❑ Theory Y company nurtures peoples’ instinct to contribute and do their best; exemplified by ❖ Decentralization and delegation ❖ Job enlargement ❖ Participation and consultative management ❖ Performance appraisals 12-6 Leadership Communication, 4th edition by Deborah J. Barrett Communication in Organizations ❑ Is important and is needed – ❖ For the organization to function efficiently and effectively ❖ For leaders to guide, motivate, move organizations forward ❑ Should complement and be compatible with the organizational structure, operations, and culture. ❑ Can be viewed as a linear, uni-direction process (the classical top down) or as multi-directional and interactive ❑ HR approach depends on – open, dynamic, contextual, on-going, simultaneous 12-7 Leadership Communication, 4th edition by Deborah J. Barrett Leadership and Management ❑ Managers possess leadership abilities and leaders often manage. ❑ What a manager and leader both do in an organizational context: ➢ Manage resources (people, information, environment, budgets) ➢ Influence people to direct their efforts toward the achievement of a goal or goals ➢ Obtain the best out of subordinates individually and collectively to achieve goals effectively and efficiently 12-8 Leadership Communication, 4th edition by Deborah J. Barrett What Good Supervisors Do to Motivate Subordinates Today ❑ Provide direct help, adequate resources, time ❑ Set clear goals and clarify where the work is heading and why it matters ❑ Work collaboratively as a peer ❑ Make things more fun and relaxing ❑ Provide emotional support ❑ However, the most important motivators are the following: ❖ Enabling people to move forward in their work ❖ Treating them decently as human beings Source: Amabile and Kramer (20012). “Inner Work Life: Understanding the Subtext of Business Performance.” Harvard Business Review. 12-9 Leadership Communication, 4th edition by Deborah J. Barrett Primary Effects on Supervisor/ Relationships Subordinate 1. Power—what kind and how is it used 2. Trust—from both sides; supervisor trusts subordinate to do good work and subordinate expects to be recognized and treated fairly 3. Communication—frequency and style, medium 4. Culture—the tone the organization set for such relationships 5. Values and ethics—what does the individual value and what guides his or her ethical decisions? 12-10 Leadership Communication, 4th edition by Deborah J. Barrett Delegating: Keeping the Monkey Off Your Back 1. Make appointments to deal with monkeys 2. Specify level of initiative 3. Agree on a status update and provide feedback 4. Examine your own motives 5. Focus on results not process 6. Know and develop employees’ skills 7. Delegate to the lowest level 8. Explain assignments clearly and provide needed resources 9. Foster trust Source: Oncken and Wass. “Management Time: Who’s Got the Monkey?” Harvard Business Review; Manager’s Toolkit. Harvard Business School Press, 2004. 12-11 Leadership Communication, 4th edition by Deborah J. Barrett Levels of Initiative Subordinates can take to Help Keep Monkeys Off Boss’s Back ✓ Take independent action and update boss through routine procedure Most ✓ Take independent action but advise boss at once ✓ Recommend an action, get approval, do it ✓ Ask what to do ✓ Wait until told what to do Source: Oncken and Wass. “Management Time: Who’s Got the Monkey?” Harvard Business Review; Manager’s Toolkit. Harvard Business School Press, 2004. Least 12-12 Leadership Communication, 4th edition by Deborah J. Barrett Mentor and Protégé Responsibilities Mentor ❖ Provide guidance ❖ Create a positive, open relationship ❖ Help protégé identify problems and solutions ❖ Lead protégé through problem-solving processes ❖ Offer feedback ❖ Share stories, including mistakes ❖ Come to each meeting prepared Protégé ❖ Shape agenda for the relationship ❖ Establish realistic and attainable expectations ❖ Be open in communicating with mentor ❖ Establish priority issues ❖ Don’t expect mentor to be expert on everything ❖ Solicit feedback ❖ Come to each meeting prepared Source: www.sba.gov/smallbusinessplanner/manage/lead/SERV_MENTORING.html 12-13 Leadership Communication, 4th edition by Deborah J. Barrett Steps to Creating a Productive Feedback Session 1. 2. 3. 4. 5. Be well prepared for the feedback session Create a receptive environment Assume a comfortable demeanor Start by setting the context for the meeting. Move quickly into your main objectives, which should not be so numerous they overwhelm 6. Ensure throughout that the receiver understand your points 7. Finally close with next steps, with specific actions and timing 12-14 Leadership Communication, 4th edition by Deborah J. Barrett The Grow Model as One Approach to Providing Feedback • Agree on topic • Agree on objectives • Set long-term aim, if appropriate Goal • Commit to action • Identify possible Wrap-up obstacles • Make steps specific and define timing • Agree on support Reality Options Source: Max Landsberg, The Tao of Coaching • Invite self-assessment • Offer specific examples • Avoid or check assumptions • Discard irrelevant history • Cover full range of options • Invite suggestions • Offer suggestions carefully • Ensure choices are made 12-15 Leadership Communication, 4th edition by Deborah J. Barrett A Leader’s Interpersonal Skills Come to Play in Networking ❑ Leaders need to network ❑ Networking enhances careers through connections made in professional organizations and events ❑ Networking provides opportunities to expand leaders’ spheres of influence and increases their visibility and potential impact 12-16 Leadership Communication, 4th edition by Deborah J. Barrett Networking: The One-Minute Introduction ❑ What is it? A crisp, concise overview of our position in an organization with some information about the organization if unknown to listener ❑ Why is it important? It demonstrates our professionalism and pride in what we do ❑ When is it used? Professional conferences, internal meetings, other networking events, etc. ❑ Is it always the same? No, because we tailor it to the event and the listener 12-17 Leadership Communication, 4th edition by Deborah J. Barrett Networking: Ice Breakers or Small Talk ❑ Talking about the weather is not as bad as it sounds; most people have something to say about it ❑ It’s helpful to glance at the newspaper to pick up current events before a networking event; sports may be a good topic ❑ It’s wise to talk about positive topics that warm people’s hearts and to avoid negative topics ❑ Using open-ended statements can help open up the conversation 12-18 Leadership Communication, 4th edition by Deborah J. Barrett Overcoming Networking Fears 1. Realize that networking can be learned, and everyone can become good at it 2. Practice your introduction 3. Find a friend to go with you to events. Introducing your buddy can provide a nice opening. You should try to separate from your buddy at some point, but create a rescue signal 4. When you join others, do so politely (note that it is usually best not to interrupt a private conversation between two people) 12-19 Leadership Communication, 4th edition by Deborah J. Barrett Discussion Summary ❑ The classical theories on organizations still influence the structure and functioning of many organizations today ❑ However, the human relations approach tends to dominate management approaches, with communication playing a major role ❑ The supervisor/subordinate relationship can be effectively managed with the right tools ❑ Leaders carry the responsibility for motivating others and for mentoring and coaching ❑ Networking increases a leaders’ reach and ability to learn from and teach others 12-20 Leadership Communication, 4th edition by Deborah J. Barrett High-Performing Team Leadership Lectures Based on Leadership Communication, 4th edition By Deborah J. Barrett, Ph.D. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Leadership Communication, 4th edition by Deborah J. Barrett Discussion Topics ❑ Building an effective team ❑ Establishing team work processes ❑ Managing the people side of teams ❑ Handling team issues and conflict ❑ Helping virtual teams succeed 10-2 Leadership Communication, 4th edition by Deborah J. Barrett Katzenbach’s and Smith’s Team Basics Performance Results Skills Problem solving Technical function Interpersonal Accountability Mutual Individual Small number of people Specific goals Common approach Meaningful purpose Collective Work Products Commitment Personal Growth Source: Katzenbach, J. R. and Smith, D. K., (1993). The Wisdom of Teams, Boston: Harvard Business School Press. 10-3 Leadership Communication, 4th edition by Deborah J. Barrett Establishing Team Work Processes ❑ Create a team charter ❑ Establish a team communication protocol ❑ Create action and work plans ❑ Conduct effective meetings ❑ Use common team problem-solving methods 10-4 Leadership Communication, 4th edition by Deborah J. Barrett Creating a Team Charter A charter should include the following: ❖ Project purpose/objectives ❖ Guiding principles (ground rules) ❖ Major tasks or action items ❖ Team members with role definitions ❖ Communication protocol 10-5 Leadership Communication, 4th edition by Deborah J. Barrett Developing a Team Communication Protocol When Why? Who? How? To whom? 10-6 Leadership Communication, 4th edition by Deborah J. Barrett Establishing Team Action Plans 1. Establish your overall project goal. 2. Break the project down into phases. Research Current Image Determine Value Proposition Develop Marketing Plan 3. Specify your team action steps for each phase. 4. Determine timing for each phase. 5. Create work plan actions linked to each phase. 10-7 Leadership Communication, 4th edition by Deborah J. Barrett Creating Work Plans Action item Responsibility Insert very specific action items, steps to be included in each highlevel action plan phase. Assign to specific person(s), not the entire team. End product Due Date Describe as a tangible, completed product. Determine the target date for completion. 10-8 Leadership Communication, 4th edition by Deborah J. Barrett Managing the People Side of Teams ❑ Position and responsibilities ❑ Team experiences ❑ Expectations ❑ Personality ❑ Cultural differences 10-9 Leadership Communication, 4th edition by Deborah J. Barrett Types of Team Conflict 1. Analytical – usually constructive disagreement over issue or problem 2. Task – goal, work process, deliverables 3. Interpersonal – personality, culture, communication styles 4. Roles – leadership, responsibilities, power struggles 10-10 Leadership Communication, 4th edition by Deborah J. Barrett Approaches to Handling Team Conflict 1. One-on-one – individuals work it out between themselves 2. Facilitation – individuals work with a facilitator 3. Team – Individuals discuss it with the entire team 10-11 Leadership Communication, 4th edition by Deborah J. Barrett Keeping Teams out of Trouble 1. Have an official team launch 2. Obtain any needed training in team management 3. Develop and post team ground rules and expectations in team behavior 4. Educate team members on what to expect in team development Source: Adapted from Bens, I (1999). “Keeping Your Teams Out of Trouble.” Journal of Quality and Participation, 22 (4): 45- 47. 10-12 Leadership Communication, 4th edition by Deborah J. Barrett Keeping Teams out of Trouble (continued) 5. Anticipate the roadblocks to team performance early and deal with them 6. Use feedback among team members properly and regularly 7. Provide feedback to the team leader on what is working and what isn’t 8. Build in team process checks to monitor the effectiveness of the team 10-13 Leadership Communication, 4th edition by Deborah J. Barrett Virtual Team Needs ❑ An in-person meeting to launch the team ❑ More structure than a co-located team ❑ More time allowed for team processes ❑ Frequent communication and electronic meetings ❑ More attention to the people issues and a highsensitivity to cultural differences 10-14 Leadership Communication, 4th edition by Deborah J. Barrett Discussion Summary Building and leading a high-performing team requires the following: ❖ Skills, commitment, and accountability ❖ Common team work processes ❖ Understanding of the people side of teams ❖ Ability to handle team issues and conflict 10-15 Leadership Communication, 4th edition by Deborah J. Barrett Meetings: Leadership and Productivity Lectures Based on Leadership Communication, 4th edition By Deborah J. Barrett, Ph.D. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Leadership Communication, 4th edition by Deborah J. Barrett Discussion Topics ❑ Deciding when a meeting is the best forum ❑ Planning a meeting ❑ Conducting a productive meeting ❖ Reviewing purpose, end products, and agenda ❖ Establishing roles and ground rules ❖ Using common problem-solving methods ❖ Managing meeting problems and conflict ❑ Ensuring meetings lead to action 11-2 Leadership Communication, 4th edition by Deborah J. Barrett Deciding When a Meeting is the Best Forum To determine if a meeting is the best forum, ask yourself the following questions: ❖ What is the purpose? What do I hope to accomplish? ❖ Will a meeting accomplish that purpose most efficiently? Most effectively? ❖ Can I describe exactly the outcome I am seeking from the meeting? ❖ Is our group more productive when we meet? 11-3 Leadership Communication, 4th edition by Deborah J. Barrett Planning a Meeting ❑ Clarify purpose, objectives, and end products ❑ Decide on the following: ❖ Attendees ❖ Location, equipment, and room layout ❖ Materials needed before and during ❖ Meeting timing ❖ Decision-making approach ❑ Create the agenda 11-4 Leadership Communication, 4th edition by Deborah J. Barrett Clarifying the Purpose and End Products ❑ Before the meeting or at the beginning, write out and agree on your purpose and objectives. ❑ Align those objectives with the expected endproducts. ❑ For example Objective End products ▪ Identify major issues in the case ▪ Determine possible approaches to issues ▪ Assign tasks ▪ List of five issues ▪ Written approaches or actions to find approaches ▪ Action items with responsibility assigned 11-5 Leadership Communication, 4th edition by Deborah J. Barrett Conducting a Productive Meeting To conduct a productive meeting, you will need to do the following: ❖ Review your purpose, end products, and agenda ❖ Establish roles and ground rules ❖ Use common problem-solving methods ❖ Manage meeting problems and conflict 11-6 Leadership Communication, 4th edition by Deborah J. Barrett Establishing Roles and Ground Rules Roles  Leader  Facilitator  Note taker  Timekeeper 11-7 Leadership Communication, 4th edition by Deborah J. Barrett Using Common ProblemSolving Methods* 1. Brainstorming 2. Ranking or rating 3. Sorting by category (logical grouping) 4. Edward DeBono’s Six Thinking Hats 5. Opposition analysis (is/is not, pro/con) 6. Decision trees 7. From/to 8. Force field analysis 9. The matrix 10. Frameworks *See appendix for discussions of some of the methods. 11-8 Leadership Communication, 4th edition by Deborah J. Barrett Managing Meeting Problems Problem 1. Confused objectives and expectations Approach ❖ Create agenda that includes objectives and end products ❖ Send agenda out ahead of time ❖ Review agenda at the beginning of meeting 2. Unclear roles/ ❖ Communicate roles and responsibilities responsibilities before or at the beginning of the meeting 11-9 Leadership Communication, 4th edition by Deborah J. Barrett Managing Meeting Problems (continued) Problem Approach 3. Confusion ❖ Separate leader and facilitator between process and content ❖ Call time outs for process checks 4. Drifting off ❖ Stop and review objectives ❖ If digression continues, suggest ❖ Continuing after meeting ❖ Placing topic on agenda for next meeting or in “parking lot” topic 11-10 Leadership Communication, 4th edition by Deborah J. Barrett Managing Meeting Problems (continued) Problem Approach 5. Data confusion or overload ❖Control versions of handouts ❖Create simplified data packs ❖Exclude data not relevant to objectives 6. Repetition/ wheel spinning ❖Control the discussion by reminding attendees of objectives 7. Time violations ❖Always start on time ❖Have a time keeper ❖Re-evaluate agenda topics/time limits and build in cushion time 11-11 Leadership Communication, 4th edition by Deborah J. Barrett Managing Conflict High Level of assertiveness Competing Collaborating Compromising Low Avoiding Low Accommodating High Level of cooperation Source: Adapted from Blake and Mouton, in Deborah Borisoff and David Victor, 11-12 Conflict Management: A Communication Skills Approach, p. 6. Leadership Communication, 4th edition by Deborah J. Barrett Ensuring Meeting Follow-up Occurs ❑ Assign specific tasks to specific people ❑ Review all actions and responsibilities at the end of the meeting ❑ Provide a meeting summary with assigned deliverables included ❑ Follow-up on action items in a reasonable time 11-13 Leadership Communication, 4th edition by Deborah J. Barrett Discussion Summary ❑ Unproductive meetings may occur if a meeting is not the best forum to accomplish the tasks ❑ Ensuring productive meetings means you need to plan the meeting carefully and conduct it with skilled facilitation ❑ Meeting problems and conflict need to be managed immediately and not allowed to linger ❑ To ensure needed actions occur following the meeting may require some micro-managing 11-14 Leadership Communication, 4th edition by Deborah J. Barrett Appendix: Some Problem-Solving Methods 11-15 Leadership Communication, 4th edition by Deborah J. Barrett Traditional Brainstorming ❑ Purpose: To generate a lot of ideas ❑ Characteristics: ❖ Each person is expected to contribute an idea ❖ Ideas are not to be evaluated or judged ❖ Ideas must be captured just as they are ❖ Quantity is what is important, not quality ❖ A facilitator’s role is to keep things moving and make sure the scribe captures all ideas ❖ Brainstorming ends when the ideas stop coming or when time runs out 11-16 Leadership Communication, 4th edition by Deborah J. Barrett DeBono’s Six Thinking Hats ❑ Purpose: To encourage open and complete thinking about a problem (parallel thinking) ❑ Characteristics: ❖ Each person figuratively wears a hat of the same color and assumes the characteristics assigned to the color ❖ The colors are as follows: ➢ Red = Emotions ➢ White = Facts ➢ Yellow = Possibilities ➢ Black = Devil’s advocate ➢ Green = Creative solutions ➢ Blue = Evaluation of ideas 11-17 Leadership Communication, 4th edition by Deborah J. Barrett The Matrix ❑ Purpose: To evaluate or diagnose problems, establish positioning or approach, or determine level of difficulty in making changes ❑ Characteristics: ❖ The matrix is usually a four box configuration with each axis assigned an evaluative label ❖ An example would be the skill/will matrix: High will Low will Low skill High skill 11-18 Leadership Communication, 4th edition by Deborah J. Barrett Force-Field Analysis ❑ Purpose: To explore problems and develop strategies for change ❑ Characteristics: ❖ First, the problem is described, and then the situation as you would want it to be is described. ❖ What emerges are two sets of forces, one driving towards the desired goal and the other pushing in the opposite direction. ❖ When the forces are found to be in equilibrium, no change can occur. 11-19 Leadership Communication, 4th edition by Deborah J. Barrett From/To ❑ Purpose: To establish accurate description of a current situation with a matching list of desired changes ❑ Characteristics: ❖ Particularly useful in a change situation ❖ Helps uncover problems and improvements ❖ Very useful in a team situation or idea generating workshop From To 11-20 Leadership Communication, 4th edition by Deborah J. Barrett Frameworks ❑ Purpose: To simplify or make a complex idea more manageable, to capture visually the elements of a complex problem, or to force greater analysis ❑ Characteristics: ❖ Can be original (the best usually are since then they are tailored to the problem) ❖ However, numerous frameworks exist, which can save valuable time and ensure comprehensiveness; thus, they should be part of every facilitator’s tool kit. 11-21
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Running head: ANALYSIS OF KEY POINTS FROM ASSIGNED CHAPTERS

Analysis of Key Points from Assigned Chapters
Names:
Institution:

1

ANALYSIS OF KEY POINTS FROM ASSIGNED CHAPTERS
Analysis of key points from assigned chapters
There are a number of key points that can be deduced from the given readings. While
the readings broadly explore the topics on high-performing team leadership, meetings, and
leadership communications in an organizational context, a few key points can be identified
from these readings based on their relevance. As a result, the points selected for the purpose
of this assignment include communication as a tool to enhance supervisor/subordinate
relationships, the Goal, Reality, Options, and Wrap-up (GROW) model of feedback, and
teamwork. This paper will analyze the above key points, evaluate them, synthesize them with
other concepts in the course book and external resources, and illustrate their application in
individual and organizational contexts.
The first key point is communication as an integral part of supervisor/subordinate
relationships. In this case, every organization requires that the supervisors relate well and
collaborate with their subordinates in order to ensure that the organization steers forward.
According to Fugate (2016), communication is not only required for effective functioning of
an ...


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