Entr-20013 Entrepreneurial-Behavior 1 PDF

‌Table‌‌of‌‌Contents‌

..............................................................................................................................................................................‌
...‌‌4‌
Course‌‌O verview:‌
...............................................................................................................................................‌‌4‌
Lesson‌‌1:‌‌T he‌‌Nature‌‌of‌‌O rganization‌‌as‌‌a‌‌Social‌‌System‌‌‌.....................................................................‌‌5‌
Introduction:‌
........................................................................................................................................................‌‌5‌
Learning‌‌O bjectives:‌
..........................................................................................................................................‌‌5‌
Course‌‌M aterials:‌
................................................................................................................................................‌‌6‌
Organizational‌‌Behavior‌‌(OB)‌‌‌.........................................................................................................................‌
6‌
Characteristics‌‌of‌‌Entrepreneurial‌‌Behavior:‌‌‌................................................................................................‌‌7‌
Approaches‌‌to‌‌the‌‌s tudy‌‌of‌‌Entrepreneurial‌‌Behavior:‌‌‌...............................................................................‌‌7‌
Models‌‌of‌‌Entrepreneurial‌‌Behavior:‌‌‌.............................................................................................................‌‌8‌
Role‌‌and‌‌Importance‌‌of‌‌Entrepreneurial‌‌Behavior:‌‌‌...................................................................................‌‌10‌
Activities/Assessments:‌‌‌.................................................................................................................................‌
10‌
Lesson‌‌2:‌‌Individual‌‌Behavior‌.......................................................................................................................‌
11‌
Introduction:‌‌‌......................................................................................................................................................‌
11‌
Learning‌‌O bjectives:‌‌‌........................................................................................................................................‌
11‌
Course‌‌M aterials:‌‌‌..............................................................................................................................................‌
11‌
Motivation‌‌Theories‌‌‌........................................................................................................................................‌
12‌
Maslow’s‌‌Hierarchy‌‌of‌‌Needs‌‌‌.......................................................................................................................‌
13‌
Two-Factor‌‌Theory‌‌‌.........................................................................................................................................‌
14‌
15‌
Lesson‌‌3:‌‌T he‌‌Interpersonal‌‌Skills‌‌‌..............................................................................................................‌
16‌
Instructional‌‌Material‌‌for‌
Pa ge‌‌1‌‌o f‌‌71‌
ENTR‌‌30013:‌‌ENTREPRENEURIAL‌‌BEHAVIOR‌‌/mahca‌

Introduction:‌‌‌......................................................................................................................................................‌
16‌
16‌
16‌
Developing‌‌Your‌‌Interpersonal‌‌Skills‌‌‌...........................................................................................................‌‌18‌
22‌
Lesson‌‌4:‌‌Communication‌‌Skills‌‌‌..................................................................................................................‌
23‌
Introduction:‌‌‌......................................................................................................................................................‌
23‌
Pa ge‌‌2‌‌o f‌‌71‌

23‌
23‌
Types‌‌of‌‌listening‌‌‌............................................................................................................................................‌
24‌
Body‌‌Language‌‌‌...............................................................................................................................................‌
25‌
Other‌‌Communication‌‌Skills‌‌‌..........................................................................................................................‌
29‌
Presentation‌‌Skills‌‌‌..........................................................................................................................................‌
29‌
Writing‌‌Skills‌‌‌....................................................................................................................................................‌
30‌
Personal‌‌Skills‌‌‌.................................................................................................................................................‌
30‌
30‌
Lesson‌‌5:‌‌Public‌‌Speaking‌.............................................................................................................................‌
33‌
Introduction:‌‌‌......................................................................................................................................................‌
33‌
33‌
33‌
36‌
MIDTERM‌‌Examination‌‌‌....................................................................................................................................‌
37‌
Lesson‌‌6:‌‌Persuasion‌‌and‌‌Negotiating‌‌Skills‌‌‌...........................................................................................‌‌38‌
Introduction:‌‌‌......................................................................................................................................................‌
38‌
38‌
38‌
43‌
Pa ge‌‌3‌‌o f‌‌71‌

Lesson‌‌7:‌‌Assertive‌‌Entrepreneur‌‌‌...............................................................................................................‌
44‌
Introduction:‌‌‌......................................................................................................................................................‌
44‌
44‌
44‌
Being‌‌Passive‌‌‌..................................................................................................................................................‌
46‌
Being‌‌Aggressive‌‌‌............................................................................................................................................‌
47‌
47‌
Lesson‌‌8:‌‌Resolving‌‌Conflict‌‌‌........................................................................................................................‌
49‌
Introduction:‌‌‌......................................................................................................................................................‌
49‌
Pa ge‌‌4‌‌o f‌‌71‌

49‌
49‌
There‌‌are‌‌three‌‌m ain‌‌types‌‌of‌‌c onflict.‌‌‌........................................................................................................‌‌50‌
Resolving‌‌Conflict‌‌‌...........................................................................................................................................‌
51‌
53‌
Lesson‌‌9:‌‌Supervisory‌‌Behavior‌‌‌..................................................................................................................‌
56‌
Introduction:‌‌‌......................................................................................................................................................‌
56‌
56‌
56‌
Types‌‌of‌‌Leadership‌‌‌.......................................................................................................................................‌
57‌
The‌‌Formation‌‌of‌‌Values‌‌‌...............................................................................................................................‌
58‌
Kinds‌‌of‌‌Values‌‌‌...............................................................................................................................................‌
58‌
Lesson‌‌10:‌‌Environmental‌‌Adaption‌‌and‌‌O rganizational‌‌Effectiveness‌‌‌...........................................‌‌60‌
Introduction:‌‌‌......................................................................................................................................................‌
60‌
60‌
60‌
Organizational‌‌c hange‌‌‌...................................................................................................................................‌
60‌
Planning‌‌and‌‌Executing‌‌Change‌‌Effectively‌‌‌...............................................................................................‌‌62‌
Kotter’s‌‌Eight-stage‌‌Process‌‌for‌‌Change‌‌‌....................................................................................................‌
64‌
66‌
FINAL‌‌EXAMINATION‌‌‌......................................................................................................................................‌
68‌
Pa ge‌‌5‌‌o f‌‌71‌

Course‌‌G rading‌‌System‌‌‌..................................................................................................................................‌
71‌
References:‌
........................................................................................................................................................‌‌71‌

Pa ge‌‌6‌‌o f‌‌71‌

Pa ge‌‌7‌‌o f‌‌71‌

Lesson‌‌1 :‌‌T he‌‌Nature‌‌o f‌‌Organization‌‌a s‌‌a ‌‌Social‌‌System‌

Introduction:‌

Human‌‌
Behavior‌‌
is‌‌
generally‌‌
c oncerned‌‌
with‌‌
the‌‌
thoughts,‌‌
feelings,‌‌
emotions‌‌
and‌‌
actions‌‌
of‌‌
the‌‌
people‌
working‌‌
in‌‌
a ‌‌business‌‌
and/or‌‌
enterprise.‌‌
It‌‌
is‌‌
s aid‌‌
that‌‌
the‌‌
s uccess‌‌
of‌‌
any‌‌
enterprise‌‌
primarily‌‌
depends‌
upon‌ ‌the‌ ‌efficiency‌ ‌and‌ ‌the‌ ‌effectiveness‌ ‌of‌ ‌the‌ ‌entrepreneur‌ ‌and‌ ‌the‌ ‌effectiveness‌‌
of‌‌
entrepreneurs‌
depends‌ ‌primarily‌ ‌upon‌ ‌its‌ ‌human‌ ‌s kills‌ ‌and‌ ‌how‌ ‌well‌ ‌he‌ ‌understands‌ ‌the‌ ‌needs‌ ‌and‌ ‌desires‌ ‌of‌‌
the‌
people‌ ‌working‌ ‌in‌ ‌the‌ ‌enterprise.‌‌
This‌‌
m eans‌‌
that‌‌
Entrepreneurial‌‌
Behavior‌‌
is‌‌
directly‌‌
c oncerned‌‌
with‌
the‌‌understanding,‌‌prediction‌‌and‌‌c ontrol‌‌of‌‌human‌‌behavior‌‌in‌‌enterprises‌‌and/or‌‌b‌‌usinesses.‌

Throughout‌ ‌this‌ ‌m odule,‌ ‌you’ll‌ ‌find‌‌
the‌‌
information‌‌
needed‌‌
to‌‌
enhance‌‌
your‌‌
knowledge‌‌
to‌‌
how‌‌
best‌‌
to‌
establish‌ ‌a ‌ ‌reputation‌ ‌as‌ ‌an‌ ‌Entrepreneur‌ ‌in‌ ‌today’s‌ ‌fast-paced‌ ‌and‌ ‌highly‌ ‌c ompetitive‌ ‌business‌
environment.‌

Please‌ ‌watch‌ ‌the‌ ‌link‌ ‌provided‌ ‌for‌ ‌a ‌ ‌s hort‌ ‌introduction‌ ‌as‌ ‌it‌ ‌demonstrates‌ ‌the‌ ‌basic‌ ‌c oncept‌ ‌of‌ ‌the‌
course‌‌s ubject.‌‌https://www.youtube.com/watch?v=2XcfqCNKNGs‌

Learning‌‌Objectives:‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

• Define‌‌O rganizational‌‌Behavior‌‌and‌‌understand‌‌Job‌‌of‌‌Entrepreneurs;‌
• Describe‌‌and‌‌understand‌‌Entrepreneurial‌‌Behavior;‌
• Identify‌‌the‌‌different‌‌Characteristics‌‌of‌‌Entrepreneurial‌‌Behavior;‌‌and‌
• Learn‌‌the‌‌Approaches‌‌to‌‌the‌‌s tudy‌‌of‌‌Entrepreneurial‌‌Behavior;‌

Pa ge‌‌8‌‌o f‌‌71‌


Organizational‌‌Behavior‌‌(OB)‌
is‌‌
defined‌‌
as‌‌
the‌‌
s ystematic‌‌
s tudy‌‌
and‌‌
application‌‌
of‌‌
knowledge‌‌
about‌‌
how‌‌
individuals‌‌
and‌‌
groups‌‌
act‌
within‌ ‌the‌ ‌organizations‌ ‌where‌ ‌they‌ ‌work.‌ ‌As‌ ‌you‌ ‌will‌ ‌s ee‌ ‌throughout‌ ‌this‌ ‌book,‌ ‌definitions‌ ‌are‌
important.‌ ‌They‌ ‌are‌ ‌important‌ ‌because‌ ‌they‌ ‌tell‌ ‌us‌ ‌what‌ ‌s omething‌ ‌is‌ ‌as‌ ‌well‌ ‌as‌ ‌what‌ ‌it‌ ‌is‌ ‌not.‌ ‌For‌
example,‌ ‌we‌ ‌will‌ ‌not‌ ‌be‌ ‌addressing‌ ‌c hildhood‌ ‌development‌ ‌in‌ ‌this‌ ‌c ourse—that‌ ‌c oncept‌ ‌is‌ ‌often‌
covered‌ ‌in‌ ‌psychology—but‌ ‌we‌ ‌m ight‌ ‌draw‌ ‌on‌ ‌research‌ ‌about‌ ‌twins‌ ‌raised‌ ‌apart‌ ‌to‌ ‌understand‌
whether‌‌job‌‌attitudes‌‌are‌‌affected‌‌by‌‌genetics.‌

Those‌ ‌who‌ ‌s tudy‌ ‌organizational‌ ‌behavior—which‌ ‌now‌ ‌includes‌ ‌you—are‌ ‌interested‌ ‌in‌ ‌s everal‌
outcomes‌‌
s uch‌‌
as‌‌
work‌‌
attitudes‌‌
(e.g.,‌‌
job‌‌
s atisfaction‌‌
and‌‌
organizational‌‌
c ommitment)‌‌
as‌‌
well‌‌
as‌‌
job‌
performance‌ ‌(e.g.,‌ ‌c ustomer‌ ‌s ervice‌ ‌and‌ ‌c ounterproductive‌ ‌work‌‌
behaviors).‌‌
A ‌‌distinction‌‌
is‌‌
m ade‌‌
in‌
OB‌ ‌regarding‌ ‌which‌ ‌level‌ ‌of‌ ‌the‌ ‌organization‌ ‌is‌ ‌being‌ ‌s tudied‌ ‌at‌ ‌any‌ ‌given‌ ‌time.‌‌
There‌‌
are‌‌
three‌‌
key‌
levels‌ ‌of‌ ‌analysis2‌ ‌in‌ ‌O B.‌ ‌They‌ ‌are‌ ‌examining‌ ‌the‌ ‌individual,‌ ‌the‌ ‌group,‌ ‌and‌ ‌the‌ ‌organization.‌ ‌For‌
example,‌ ‌if‌ ‌I ‌ ‌want‌ ‌to‌ ‌understand‌ ‌m y‌ ‌boss’s‌ ‌personality,‌ ‌I ‌ ‌would‌ ‌be‌ ‌examining‌ ‌the‌ ‌individual‌ ‌level‌ ‌of‌
analysis.‌ ‌If‌ ‌we‌ ‌want‌ ‌to‌ ‌know‌ ‌about‌ ‌how‌ ‌m y‌ ‌m anager’s‌ ‌personality‌ ‌affects‌ ‌m y‌ ‌team,‌‌
I ‌‌am‌‌
examining‌
things‌ ‌at‌ ‌the‌ ‌team‌ ‌level.‌ ‌But,‌‌
if‌‌
I ‌‌want‌‌
to‌‌
understand‌‌
how‌‌
m y‌‌
organization’s‌‌
c ulture‌‌
affects‌‌
m y‌‌
boss’s‌
behavior,‌‌I‌‌would‌‌be‌‌interested‌‌in‌‌the‌‌organizational‌‌level‌‌of‌‌analysis.‌

OB‌‌
m atters‌‌
at‌‌
three‌‌
c ritical‌‌
levels.‌‌
It‌‌
m atters‌‌
because‌‌
it‌‌
is‌‌
all‌‌
about‌‌
things‌‌
you‌‌
c are‌‌
about.‌‌
O B‌‌
c an‌‌
help‌
you‌ ‌become‌ ‌a ‌ ‌m ore‌ ‌engaged‌ ‌organizational‌ ‌m ember.‌ ‌Getting‌ ‌along‌ ‌with‌ ‌others,‌ ‌getting‌ ‌a ‌ ‌great‌ ‌job,‌
lowering‌ ‌your‌ ‌s tress‌ ‌level,‌ ‌m aking‌ ‌m ore‌ ‌effective‌ ‌decisions,‌ ‌and‌ ‌working‌ ‌effectively‌ ‌within‌ ‌a ‌
team…these‌ ‌are‌ ‌all‌ ‌great‌ ‌things,‌ ‌and‌ ‌O B‌ ‌addresses‌ ‌them.‌ ‌The‌ ‌following‌ ‌were‌ ‌the‌ ‌top‌ ‌five‌‌
personal‌
qualities/skills:‌‌1.‌‌Communication‌‌s kills‌‌(verbal‌‌and‌‌written)‌‌2.‌‌Honesty/integrity‌‌3.‌‌Interpersonal‌‌s kills‌
(relates‌‌well‌‌to‌‌others)‌‌4.‌‌Motivation/initiative‌‌5.‌‌Strong‌‌work‌‌ethic‌

It‌‌
is‌‌
ariculated‌‌
that‌‌
the‌‌
definition‌‌
of‌Entrepreneurial‌‌
Behavior‌‌
is‌‌
a ‌‌s ubset‌‌
of‌‌
entrepreneurial‌‌
activities‌
concerned‌‌
with‌‌
understanding,‌‌
predicting‌‌
and‌‌
influencing‌‌
individual‌‌
behavior‌‌
in‌‌
s ettings‌
(McAdam‌‌and‌‌Cunningham,‌‌2019).‌

Pa ge‌‌9‌‌o f‌‌71‌

Characteristics‌‌of‌‌Entrepreneurial‌‌Behavior:‌

1. Behavioral‌ ‌approach‌ ‌to‌ ‌m anagement:‌ ‌Entrepreneurial‌ ‌Behavior‌ ‌represents‌ ‌the‌ ‌behavioral‌ ‌approach‌ ‌of‌
management.‌ ‌It‌ ‌emerged‌ ‌as‌ ‌a ‌ ‌distinct‌ ‌field‌ ‌of‌ ‌s tudy‌ ‌because‌ ‌of‌ ‌the‌ ‌importance‌ ‌of‌ ‌human‌ ‌behavior‌ ‌in‌
enterprise.‌
2. Cause‌‌
and‌‌
effect‌‌
relationship:‌‌
Human‌‌
Behavior‌‌
is‌‌
generally‌‌
taken‌‌
in‌‌
terms‌‌
of‌‌
c ause‌‌
and‌‌
effect‌‌
relationship.‌‌
It‌
provides‌ ‌generalization‌ ‌that‌ ‌entrepreneurs‌ ‌c an‌ ‌use‌ ‌to‌ ‌anticipate‌ ‌the‌ ‌effect‌ ‌of‌ ‌c ertain‌ ‌activities‌ ‌on‌ ‌human‌
behavior.‌
3. A‌ ‌branch‌ ‌of‌ ‌s ocial‌ ‌s ciences:‌ ‌Entrepreneurial‌ ‌Behavior‌ ‌is‌ ‌greatly‌ ‌influenced‌ ‌by‌ ‌other‌ ‌s ocial‌ ‌s ciences‌ ‌viz.,‌
psychology,‌‌s ociology‌‌and‌‌anthropology.‌
4. Three‌ ‌levels‌ ‌of‌ ‌analysis:‌ ‌Entrepreneurial‌ ‌Behavior‌ ‌is‌ ‌the‌ ‌s tudy‌ ‌of‌ ‌three‌ ‌levels‌ ‌of‌ ‌analysis‌ ‌i.e.‌ ‌individual‌
behaviour,‌‌inter-individual‌‌behavior‌‌and‌‌the‌‌behavior‌‌of‌‌organizations.‌
5. A‌ ‌s cience‌ ‌as‌ ‌well‌ ‌as‌ ‌an‌ ‌art:‌ ‌The‌ ‌s ystematic‌ ‌knowledge‌ ‌about‌ ‌human‌ ‌behavior‌ ‌is‌ ‌a ‌ ‌s cience‌ ‌and‌ ‌the‌
application‌‌of‌‌behavioral‌‌knowledge‌‌and‌‌s kills‌‌is‌‌an‌‌art.‌
6. A‌‌
body‌‌
of‌‌
theory,‌‌
research‌‌
and‌‌
application:‌‌
behaviour‌‌
c onsists‌‌
of‌‌
a ‌‌body‌‌
of‌‌
theory,‌‌
research‌
and‌‌application‌‌which‌‌helps‌‌in‌‌understanding‌‌the‌‌human‌‌behaviour‌‌in‌‌organisation.‌
7. Beneficial‌ ‌to‌ ‌both‌ ‌enterprise‌ ‌and‌ ‌individuals:‌ ‌A ‌ ‌reasonable‌ ‌c limate‌ ‌is‌ ‌c reated‌ ‌s o‌ ‌that‌ ‌employees‌ ‌m ay‌ ‌get‌
much‌‌needed‌‌s atisfaction‌‌and‌‌the‌‌entrepreneur‌‌m ay‌‌attain‌‌its‌‌objectives.‌
8. Rational‌‌
thinking:‌‌
behavior‌‌
provides‌‌
a ‌‌rational‌‌
thinking‌‌
about‌‌
people‌‌
and‌‌
their‌‌
behaviour.‌‌
The‌
major‌‌aim‌‌of‌‌entrepreneurial‌‌behavior‌‌is‌‌to‌‌explain‌‌and‌‌predict‌‌human‌‌behavior‌‌in‌‌enterprise.‌
9. Human‌ ‌part‌ ‌of‌ ‌enterprise:‌ ‌It‌ ‌focuses‌ ‌on‌ ‌people,‌ ‌their‌ ‌desires‌ ‌and‌ ‌needs.‌ ‌It‌ ‌is‌ ‌the‌ ‌s ystematic‌ ‌s tudy‌ ‌of‌‌
the‌
action‌‌of‌‌the‌‌action‌‌and‌‌attitudes‌‌of‌‌people‌‌working‌‌in‌‌enterprise.‌
10. Change‌‌
part‌‌
of‌‌
enterprise:‌‌
It‌‌
points‌‌
to‌‌
the‌‌
need‌‌
for‌‌
c hange‌‌
in‌‌
human‌‌
behavior‌‌
with‌‌
c hange‌‌
in‌‌
technology‌‌
and‌
other‌‌fields‌‌of‌‌environment.‌

Approaches‌‌to‌‌the‌‌study‌‌of‌‌Entrepreneurial‌‌Behavior:‌
1. ‌Human‌‌
resources‌‌
approach:‌‌
Entrepreneurs‌‌
s hould‌‌
provide‌‌
active‌‌
s upport‌‌
to‌‌
workers‌‌
by‌‌
threating‌‌
them‌‌
part‌
and‌ ‌parcel‌ ‌of‌ ‌the‌ ‌unit.‌ ‌Entrepreneurs‌ ‌s hould‌‌
provide‌‌
opportunities‌‌
and‌‌
encouragement‌‌
to‌‌
workers‌‌
to‌‌
work‌
under‌‌loose‌‌s upervision‌
2. Contingency‌ ‌approach:‌ ‌According‌‌
to‌‌
this‌‌
approach,‌‌
there‌‌
is‌‌
no‌‌
s ingle‌‌
way‌‌
to‌‌
handle‌‌
the‌‌
human‌‌
resources‌
under‌‌all‌‌c onditions.‌‌The‌‌behaviors‌‌or‌‌m ethods‌‌s uccessful‌‌in‌‌one‌‌s ituation‌‌m ay‌‌fail‌‌in‌‌other‌‌s ituation.‌

Pa ge‌‌10‌‌‌o f‌‌71‌

3. Productivity‌‌approach:‌‌Productivity‌‌m eans‌‌the‌‌numerical‌‌value‌‌of‌‌the‌‌ratio‌‌of‌‌output‌‌to‌‌input.‌
Higher‌‌the‌‌value‌‌of‌‌this‌‌ratio,‌‌greater‌‌is‌‌the‌‌efficiency‌‌and‌‌effectiveness‌‌of‌‌the‌‌entrepreneur.‌
4. System‌ ‌approach:‌ ‌According‌ ‌to‌ ‌s ystem‌ ‌approach,‌ ‌an‌ ‌enterprise‌ ‌is‌ ‌a ‌ ‌powerful‌ ‌s ystem‌ ‌with‌ ‌s everal‌
subsystems‌ ‌which‌ ‌are‌ ‌highly‌ ‌and‌ ‌c losely‌ ‌interconnected.‌ ‌Any‌ ‌action‌ ‌taken‌ ‌to‌ ‌s olve‌ ‌the‌ ‌problem‌ ‌in‌ ‌one‌
subsystem‌‌
will‌‌
have‌‌
its‌‌
effect‌‌
on‌‌
the‌‌
other‌‌
s ubsystems‌‌
also.‌‌
Thus,‌‌
this‌‌
approach‌‌
gives‌‌
the‌‌
entrepreneur‌‌
a ‌
way‌‌of‌‌looking‌‌at‌‌the‌‌enterprise‌‌as‌‌a‌‌whole,‌‌whole‌‌group,‌‌and‌‌the‌‌whole‌‌s ocial‌‌s ystem.‌

Models‌‌of‌‌Entrepreneurial‌‌Behavior:‌
1. Autocratic‌ ‌m odel:‌ ‌The‌ ‌basis‌ ‌of‌ ‌this‌ ‌m odel‌ ‌is‌ ‌the‌ ‌power‌ ‌of‌ ‌the‌ ‌boss.‌ ‌Maxweber‌ ‌defined‌ ‌power‌ ‌as,‌ ‌“the‌
probability‌ ‌that‌ ‌one‌ ‌actor,‌ ‌within‌ ‌a ‌ ‌s ocial‌ ‌relationship,‌ ‌will‌ ‌be‌ ‌in‌‌
a ‌‌position‌‌
to‌‌
c arry‌‌
out‌‌
his‌‌
own‌‌
will‌‌
despite‌
resistance.”‌‌The‌‌essential‌‌feature‌‌of‌‌this‌‌m odel‌‌are‌‌as‌‌follows:‌
• Enterprise‌‌with‌‌an‌‌autocratic‌‌environment‌‌is‌‌authority‌‌oriented.‌
• Under‌‌autocratic‌‌m odel,‌‌the‌‌employee’s‌‌orientation‌‌is‌‌obedience‌‌to‌‌the‌‌boss,‌‌they‌‌need‌ ‌not‌‌be‌‌respectful‌
to‌‌him.‌
• The‌‌autocratic‌‌m odel‌‌has‌‌been‌‌s uccessful‌‌in‌‌s ome‌‌s ituations‌‌where‌‌the‌‌workers‌‌are‌‌actually‌‌lazy‌‌and‌
have‌‌a‌‌tendency‌‌to‌‌s hirk‌‌work.‌
• The‌‌leadership‌‌in‌‌an‌‌autocratic‌‌m odel‌‌is‌‌negative‌
2. The‌‌
c ustodial‌‌
m odel:‌‌
This‌‌
m odel‌‌
overcomes‌‌
the‌‌
s hortcomings‌‌
of‌‌
the‌‌
Autocratic‌‌
m odel.‌‌
The‌‌
insecurity‌‌
and‌
frustration‌ ‌felt‌ ‌by‌ ‌the‌ ‌workers‌ ‌under‌ ‌the‌ ‌autocratic‌ ‌m odel‌ ‌s ometimes‌ ‌led‌ ‌to‌ ‌aggression‌ ‌frustration.‌‌
There‌
was‌‌
a ‌‌need‌‌
to‌‌
develop‌‌
a ‌‌m odel‌‌
which‌‌
will‌‌
improve‌‌
the‌‌
employeremployee‌‌
relations.‌‌
Some‌‌
of‌‌
this‌‌
important‌
features‌‌of‌‌this‌‌m odel‌‌are‌‌as‌‌explained‌‌below:‌
• The‌‌s uccess‌‌of‌‌the‌‌c ustodial‌‌m odel‌‌depends‌‌upon‌‌the‌‌economic‌‌resources‌‌because‌‌this‌‌m odel‌
emphasis‌‌the‌‌economic‌‌reward‌‌&‌‌benefits.‌
• The‌‌employees‌‌depends‌‌upon‌‌unit‌‌rather‌‌than‌‌their‌‌boss.‌
• Under‌t‌his‌‌m odel,‌‌the‌‌employees‌‌are‌‌s atisfied‌‌&‌‌happy‌‌and‌‌they‌‌are‌‌not‌‌s trongly‌‌m otivated.‌
• The‌‌m ain‌‌benefit‌‌of‌‌this‌‌m odel‌‌is‌‌to‌‌bring‌‌s ecurity‌‌&‌‌s atisfaction‌‌to‌‌the‌‌employees.‌
3. The‌‌s upportive‌‌m odel:‌‌The‌‌s upportive‌‌m odel‌‌has‌‌originated‌‌from‌‌the‌‌‘Principals‌‌of‌‌s upportive‌‌relationships’.‌
The‌‌m ain‌‌features‌‌of‌‌this‌‌m odel‌‌are‌‌as‌‌follows:‌
• The‌‌s upportive‌‌m odel‌‌depends‌‌on‌‌leadership‌‌instead‌‌of‌‌power‌‌or‌‌m oney.‌
• The‌‌leader‌‌assumes‌‌that‌‌the‌‌workers‌‌will‌‌take‌‌responsibility,‌‌m ake‌‌their‌‌c ontribution‌‌and‌‌improve‌
themselves,‌‌if‌‌given‌‌a‌‌c hance.‌

Pa ge‌‌11‌‌‌o f‌‌71‌

• It‌‌s hould‌‌be‌‌the‌‌duty‌‌of‌‌the‌‌entrepreneur‌‌to‌‌s upport‌‌the‌‌employees’‌‌job‌‌performance.‌

• This‌‌m odel‌‌takes‌‌c are‌‌of‌‌the‌‌psychological‌‌needs‌‌of‌‌the‌‌employees‌‌in‌‌addition‌‌to‌‌their‌‌s ubsistence‌‌and‌
security‌‌needs.‌
4. The‌‌c ollegial‌‌m odel:‌‌The‌‌dictionary‌‌m eaning‌‌of‌‌c ollegial‌‌is‌‌a‌‌body‌‌of‌‌persons‌‌having‌‌a‌‌c ommon‌‌purpose.‌‌The‌
main‌‌features‌‌of‌‌this‌‌m odel‌‌are‌‌as‌‌follows:‌
• This‌‌m odel‌‌c reates‌‌a‌‌favourable‌‌c limate‌‌in‌‌the‌‌unit‌‌as‌‌the‌‌workers‌‌feel‌‌that‌‌they‌‌are‌‌the‌‌partner‌‌in‌‌the‌
enterprise.‌
• This‌‌m odel‌‌inculcates‌‌the‌‌team‌‌s pirit‌‌in‌‌an‌‌unit.‌
• In‌‌this‌‌m odel,‌‌the‌‌workers‌‌have‌‌job‌‌s atisfaction,‌‌job‌‌involvement,‌‌job‌‌c ommitment.‌
5. Other‌‌m odels:‌
a. Normative‌‌
m odels:‌‌
The‌‌
normative‌‌
m odels‌‌
s eek‌‌
to‌‌
find‌‌
out‌‌
that‌‌
what‌‌
s hould‌‌
be‌‌
done‌‌
to‌‌
produce‌‌
optimum‌
result.‌
b. Empirical‌‌m odels:‌‌The‌‌empirical‌‌m odels‌‌describe‌‌the‌‌activities‌‌that‌‌the‌‌employees‌‌actually‌‌perform.‌
c. Ecological‌ ‌m odels:‌ ‌Models‌ ‌which‌ ‌deal‌ ‌with‌ ‌the‌ ‌c hanges‌ ‌which‌ ‌take‌ ‌place‌ ‌in‌ ‌the‌ ‌environment‌‌
& ‌‌which‌
understand‌‌the‌‌c omplexities‌‌of‌‌environment‌‌are‌‌ecological‌‌m odels.‌
d. Non-‌ ‌Ecological‌ ‌m odels:‌ ‌Non-‌ ‌ecological‌ ‌m odels‌ ‌assume‌ ‌s tability‌ ‌in‌‌
the‌‌
environment‌‌
& ‌‌that‌‌
everything‌
will‌‌remain‌‌the‌‌s ame.‌
e. Ideographic‌‌
m odels:‌‌
The‌‌
m odels‌‌
that‌‌
are‌‌
developed‌‌
to‌‌
deal‌‌
with‌‌
s pecific‌‌
c ases‌‌
or‌‌
unique‌‌
s ituations‌‌
are‌
called‌‌ideographic‌‌m odels.‌
f. Nomothetic‌ ‌m odels:‌ ‌These‌ ‌m odels‌ ‌deal‌ ‌with‌ ‌general‌ ‌s ituations.‌ ‌These‌ ‌are‌ ‌c oncerned‌ ‌with‌ ‌theory‌
building‌‌on‌‌the‌‌m acro‌‌level‌‌basis.‌

Pa ge‌‌12‌‌‌o f‌‌71‌

Pa ge‌‌13‌‌‌o f‌‌71‌

Pa ge‌‌14‌‌‌o f‌‌71‌

Role‌‌and‌‌Importance‌‌of‌‌Entrepreneurial‌‌Behavior:‌
i. Understanding‌ ‌human‌ ‌behavior:‌‌
behavior‌‌
plays‌‌
an‌‌
important‌‌
role‌‌
to‌‌
develop‌‌
full‌
knowledge‌‌about‌‌the‌‌behavior‌‌of‌‌employees.‌
ii. Predicting‌‌
human‌‌
behavior:‌‌
behavior‌‌
also‌‌
help‌‌
in‌‌
predicting‌‌
the‌‌
future‌‌
employee‌
behavior.‌‌This‌‌would‌‌allow‌‌them‌‌to‌‌take‌‌preventive‌‌actions.‌
iii. Control‌ ‌and‌ ‌direct‌ ‌behavior:‌‌
behavior‌‌
assists‌‌
entrepreneur‌‌
to‌‌
direct‌‌
and‌‌
c ontrol‌
the‌‌human‌‌behavior‌‌to‌‌build‌‌s uccessful‌‌enterprise.‌
iv. Entrepreneurial‌ ‌effectiveness:‌ ‌It‌ ‌helps‌ ‌in‌ ‌better‌ ‌use‌ ‌of‌ ‌raw‌ ‌m aterial‌ ‌and‌ ‌other‌ ‌resources‌ ‌to‌
improve‌‌the‌‌quality‌‌of‌‌work‌‌in‌‌the‌‌enterprises.‌
v. Motivation:‌ ‌Entrepreneurial‌ ‌behavior‌ ‌helps‌ ‌the‌ ‌entrepreneurs‌ ‌to‌ ‌identify‌ ‌the‌ ‌needs‌ ‌and‌
requirement‌‌of‌‌the‌‌employees.‌
vi. Better‌‌
human‌‌
relations:‌‌
behavior‌‌
also‌‌
help‌‌
in‌‌
m aintaining‌‌
c ordial‌‌
human‌‌
relations‌
in‌‌the‌‌enterprise.‌‌It‌‌assists‌‌in‌‌find‌‌out‌‌c auses‌‌of‌‌industrial‌‌c onflict‌

Activities/Assessments:‌

Essay.‌‌Please‌‌answer‌‌the‌‌following‌‌reviewing‌‌c oncepts.‌
1. Do‌‌you‌‌think‌‌that‌‌profit‌‌m aximization‌‌is‌‌the‌‌m ain‌‌m otivation‌‌to‌‌entrepreneurial‌‌behavior?‌
2. Does‌‌profit‌‌have‌‌to‌‌be‌‌the‌‌m ain‌‌m otivation‌‌of‌‌a‌‌s uccessful‌‌business‌‌owner?‌
3. What‌‌alternatives‌‌or‌‌additional‌‌m otives‌‌c an‌‌you‌‌identify?‌
Pa ge‌‌15‌‌‌o f‌‌71‌

Lesson‌‌2 :‌‌Individual‌‌Behavior‌

Introduction:‌

Our‌‌
behavior‌‌
at‌‌
work‌‌
often‌‌
depends‌‌
on‌‌
how‌‌
we‌‌
feel‌‌
about‌‌
being‌‌
there.‌‌
Therefore,‌‌
m aking‌‌
s ense‌‌
of‌‌
how‌
people‌‌
behave‌‌
depends‌‌
on‌‌
understanding‌‌
their‌‌
work‌‌
attitudes.‌‌
An‌‌
attitude‌‌
refers‌‌
to‌‌
our‌‌
opinions,‌‌
beliefs,‌
and‌ ‌feelings‌ ‌about‌ ‌aspects‌ ‌of‌ ‌our‌ ‌environment.‌‌
W e‌‌
have‌‌
attitudes‌‌
toward‌‌
the‌‌
food‌‌
we‌‌
eat,‌‌
people‌‌
we‌
interact‌ ‌with,‌ ‌c ourses‌ ‌we‌ ‌take,‌ ‌and‌ ‌various‌ ‌other‌‌
things.‌‌
At‌‌
work,‌‌
two‌‌
particular‌‌
job‌‌
attitudes‌‌
have‌‌
the‌
greatest‌ ‌potential‌ ‌to‌ ‌influence‌ ‌how‌ ‌we‌ ‌behave.‌ ‌These‌ ‌are‌ ‌job‌ ‌s atisfaction‌ ‌and‌ ‌organizational‌
commitment.‌



• Understand‌‌the‌‌effect‌‌of‌‌behavior‌‌has‌‌on‌‌yourself,‌‌other‌‌people‌‌and‌‌organization;‌
• To‌‌know‌‌Learning‌‌and‌‌Reinforcing;‌
• To‌‌Understand‌‌the‌‌perceptual‌‌process;‌‌and‌
• To‌‌discuss‌‌the‌‌m otivation‌‌process‌


Job‌ ‌Attitudes,‌ ‌Behaviors,‌ ‌and‌ ‌Ethics‌ ‌People‌ ‌prefer‌ ‌to‌ ‌work‌ ‌in‌ ‌c ompanies‌ ‌that‌ ‌have‌ ‌an‌ ‌ethical‌
environment.‌ ‌Studies‌ ‌s how‌ ‌that‌ ‌when‌ ‌an‌ ‌organization‌ ‌has‌ ‌a ‌ ‌m oral‌‌
c limate‌‌
that‌‌
values‌‌
doing‌‌
the‌‌
right‌
thing,‌‌
people‌‌
tend‌‌
to‌‌
be‌‌
happier‌‌
at‌‌
work,‌‌
m ore‌‌
c ommitted‌‌
to‌‌
their‌‌
c ompanies,‌‌
and‌‌
less‌‌
likely‌‌
to‌‌
want‌‌
to‌
leave.‌ ‌In‌ ‌other‌ ‌words,‌ ‌in‌ ‌addition‌ ‌to‌ ‌increasing‌ ‌the‌ ‌frequency‌ ‌of‌ ‌ethical‌‌
behaviors,‌‌
the‌‌
presence‌‌
of‌‌
an‌
ethical‌ ‌c limate‌ ‌will‌ ‌attach‌ ‌people‌ ‌to‌ ‌a ‌ ‌c ompany.‌ ‌An‌ ‌ethical‌‌
c limate‌‌
is‌‌
related‌‌
to‌‌
performing‌‌
c itizenship‌
behaviors‌‌
in‌‌
which‌‌
employees‌‌
help‌‌
each‌‌
other‌‌
and‌‌
their‌‌
s upervisors,‌‌
and‌‌
perform‌‌
m any‌‌
behaviors‌‌
that‌
are‌‌
not‌‌
part‌‌
of‌‌
their‌‌
job‌‌
descriptions.Leung,‌‌
A.‌‌
S.‌‌
M.‌‌
(2008).‌‌
Matching‌‌
ethical‌‌
work‌‌
c limate‌‌
to‌‌
in-role‌‌
and‌
extra-role‌‌behaviors‌‌in‌‌a‌‌c ollectivist‌‌work-setting.‌‌Journal‌‌of‌‌Business‌‌Ethics,‌‌79,‌‌43–55;‌‌Mulki,‌‌J.‌‌P.,‌
Jaramillo,‌‌ F.,‌‌
& ‌‌Locander,‌‌
W.‌‌
B.‌‌
(2006).‌‌ Effects‌‌ of‌‌
ethical‌‌
c limate‌‌
and‌‌
s upervisory‌‌
trust‌‌
on‌‌
s alesperson’s‌
job‌‌attitudes‌‌and‌‌intentions‌‌to‌‌quit.‌‌Journal‌‌of‌‌Personal‌‌Selling‌‌&‌‌Sales‌‌Management,‌‌26,‌‌19–26;‌
Pa ge‌‌16‌‌‌o f‌‌71‌

Valentine,‌ ‌S.,‌ ‌Greller,‌ ‌M.‌ ‌M.,‌‌
& ‌‌Richtermeyer,‌‌
S.‌‌
B.‌‌
(2006).‌‌
Employee‌‌
job‌‌
response‌‌
as‌‌
a ‌‌function‌‌
of‌‌
ethical‌‌
c ontext‌
and‌ ‌perceived‌ ‌organization‌ ‌s upport.‌ ‌Journal‌ ‌of‌ ‌Business‌‌
Research,‌‌
59,‌‌
582–588.‌‌
If‌‌
people‌‌
are‌‌
happy‌‌
at‌‌
work‌‌
and‌
committed‌ ‌to‌ ‌the‌ ‌c ompany,‌‌
do‌‌
they‌‌
behave‌‌
m ore‌‌
ethically?‌‌
This‌‌
c onnection‌‌
is‌‌
not‌‌
as‌‌
c lear.‌‌
In‌‌
fact,‌‌
loving‌‌
your‌‌
job‌
and‌ ‌being‌ ‌c ommitted‌ ‌to‌ ‌the‌ ‌c ompany‌ ‌m ay‌ ‌prevent‌ ‌you‌ ‌from‌ ‌realizing‌ ‌that‌ ‌the‌ ‌c ompany‌ ‌is‌‌
doing‌‌
anything‌‌
wrong.‌
One‌ ‌s tudy‌ ‌s howed‌ ‌that,‌ ‌when‌ ‌people‌ ‌were‌ ‌highly‌ ‌c ommitted‌ ‌to‌ ‌their‌ ‌c ompany,‌‌
they‌‌
were‌‌
less‌‌
likely‌‌
to‌‌
recognize‌
organizational‌‌wrongdoing‌‌and‌‌less‌‌likely‌‌to‌‌report‌‌the‌‌problem‌‌to‌‌people‌‌within‌‌the‌‌organization.‌

Work‌ ‌attitudes‌ ‌are‌ ‌our‌ ‌feelings‌ ‌toward‌ ‌our‌ ‌c ompany‌‌
and‌‌
job.‌‌
Job‌‌
s atisfaction‌‌
and‌‌
c ommitment‌‌
are‌
related‌ ‌to‌ ‌m any‌ ‌outcomes‌ ‌of‌ ‌interest,‌ ‌s uch‌ ‌as‌ ‌absenteeism,‌ ‌performance,‌ ‌and‌ ‌turnover.‌ ‌Therefore,‌ ‌c ompanies‌
track‌ ‌feelings‌ ‌toward‌ ‌work‌ ‌and‌ ‌try‌ ‌to‌ ‌c reate‌ ‌m ore‌ ‌positive‌ ‌attitudes.‌ ‌The‌ ‌m ain‌ ‌behaviors‌ ‌that‌ ‌c ontribute‌ ‌to‌
organizational‌ ‌effectiveness‌ ‌are‌ ‌job‌ ‌performance,‌ ‌c itizenship‌ ‌behaviors,‌ ‌absenteeism,‌ ‌and‌ ‌turnover.‌ ‌These‌
behaviors‌‌are‌‌affected‌‌by‌‌a‌‌c omplex‌‌blend‌‌of‌‌personality‌‌and‌‌s ituational‌‌factors.‌

Motivation‌‌Theories‌

What‌‌
inspires‌‌
employees‌‌
to‌‌
provide‌‌
excellent‌‌
s ervice,‌‌
m arket‌‌
a ‌‌c ompany’s‌‌
products‌‌
effectively,‌‌
or‌‌
achieve‌‌
the‌‌
goals‌
set‌ ‌for‌ ‌them?‌ ‌Answering‌ ‌this‌ ‌question‌ ‌is‌ ‌of‌ ‌utmost‌ ‌importance‌ ‌if‌ ‌we‌ ‌are‌ ‌to‌ ‌understand‌ ‌and‌ ‌m anage‌ ‌the‌ ‌work‌
behavior‌ ‌of‌ ‌our‌ ‌peers,‌ ‌s ubordinates,‌‌
and‌‌
even‌‌
s upervisors.‌‌
Put‌‌
a ‌‌different‌‌
way,‌‌
if‌‌
s omeone‌‌
is‌‌
not‌‌
performing‌‌
well,‌
what‌ ‌c ould‌ ‌be‌ ‌the‌ ‌reason?‌ ‌Job‌ ‌performance‌ ‌is‌ ‌viewed‌ ‌as‌ ‌a ‌ ‌function‌ ‌of‌ ‌three‌ ‌factors‌ ‌and‌ ‌is‌ ‌expressed‌ ‌with‌ ‌the‌
equation‌ ‌below.Mitchell,‌ ‌T.‌ ‌R.‌ ‌(1982).‌ ‌Motivation:‌ ‌New‌ ‌directions‌ ‌for‌ ‌theory,‌ ‌research,‌ ‌and‌ ‌practice.‌ ‌Academy‌ ‌of‌
Management‌ ‌Review,‌ ‌7,‌ ‌80–88;‌ ‌Porter,‌ ‌L.‌ ‌W.,‌ ‌& ‌ ‌Lawler,‌ ‌E.‌ ‌E.‌ ‌(1968).‌ ‌Managerial‌ ‌attitudes‌ ‌and‌ ‌performance.‌
Homewood,‌ ‌IL:‌ ‌Dorsey‌ ‌Press.‌ ‌According‌ ‌to‌ ‌this‌ ‌equation,‌ ‌m otivation,‌ ‌ability,‌ ‌and‌ ‌environment‌ ‌are‌ ‌the‌ ‌m ajor‌
influences‌‌over‌‌employee‌‌performance.‌

Motivation‌ ‌is‌ ‌one‌ ‌of‌ ‌the‌ ‌forces‌ ‌that‌ ‌lead‌‌ to‌‌
performance.‌‌ Motivation‌‌ is‌‌
defined‌‌
as‌‌ the‌‌
desire‌‌ to‌‌
achieve‌‌ a ‌‌goal‌‌
or‌‌
a ‌
certain‌ ‌performance‌ ‌level,‌ ‌leading‌ ‌to‌ ‌goal-directed‌ ‌behavior.‌ ‌W hen‌ ‌we‌ ‌refer‌ ‌to‌ ‌s omeone‌ ‌as‌ ‌being‌ ‌m otivated,‌ ‌we‌
mean‌ ‌that‌ ‌the‌ ‌person‌ ‌is‌ ‌trying‌ ‌hard‌ ‌to‌ ‌accomplish‌ ‌a ‌ ‌c ertain‌ ‌task.‌ ‌Motivation‌ ‌is‌ ‌c learly‌ ‌important‌‌ if‌‌
s omeone‌‌ is‌‌
to‌
perform‌‌well;‌‌however,‌‌it‌‌is‌‌not‌‌s ufficient.‌‌Ability2—or‌‌having‌‌the‌‌s kills‌
Pa ge‌‌17‌‌‌o f‌‌71‌

and‌ ‌knowledge‌ ‌required‌ ‌to‌ ‌perform‌ ‌the‌ ‌job—is‌ ‌also‌ ‌important‌ ‌and‌ ‌is‌ ‌s ometimes‌ ‌the‌ ‌key‌ ‌determinant‌ ‌of‌
effectiveness.‌‌
Finally,‌‌
environmental3‌‌
factors‌‌
s uch‌‌
as‌‌
having‌‌
the‌‌
resources,‌‌
information,‌‌
and‌‌
s upport‌‌
one‌‌
needs‌‌
to‌
perform‌‌
well‌‌
are‌‌
c ritical‌‌
to‌‌
determine‌‌
performance.‌‌
At‌‌
different‌‌
times,‌‌
one‌‌
of‌‌
these‌‌
three‌‌
factors‌‌
m ay‌‌
be‌‌
the‌‌
key‌‌
to‌
high‌ ‌performance.‌ ‌For‌ ‌example,‌ ‌for‌ ‌an‌‌
employee‌‌
s weeping‌‌
the‌‌
floor,‌‌
m otivation‌‌
m ay‌‌
be‌‌
the‌‌
m ost‌‌
important‌‌
factor‌
that‌ ‌determines‌ ‌performance.‌ ‌In‌ ‌c ontrast,‌ ‌even‌ ‌the‌ ‌m ost‌ ‌m otivated‌ ‌individual‌ ‌would‌ ‌not‌ ‌be‌ ‌able‌ ‌to‌ ‌s uccessfully‌
design‌‌
a ‌‌house‌‌
without‌‌
the‌‌
necessary‌‌
talent‌‌
involved‌‌
in‌‌
building‌‌
quality‌‌
homes.‌‌
Being‌‌
m otivated‌‌
is‌‌
not‌‌
the‌‌
s ame‌‌
as‌
being‌ ‌a ‌ ‌high‌ ‌performer‌ ‌and‌ ‌is‌ ‌not‌ ‌the‌ ‌s ole‌ ‌reason‌ ‌why‌ ‌people‌‌
perform‌‌
well,‌‌
but‌‌
it‌‌
is‌‌
nevertheless‌‌
a ‌‌key‌‌
influence‌
over‌‌our‌‌performance‌‌level.‌

Maslow’s‌‌Hierarchy‌‌of‌‌Needs‌
Abraham‌‌
Maslow‌‌
is‌‌
among‌‌
the‌‌
m ost‌‌
prominent‌‌
psychologists‌‌
of‌‌
the‌‌
twentieth‌‌
c entury.‌‌
His‌‌
hierarchy‌‌
of‌‌
needs‌‌
is‌‌
an‌
image‌‌
familiar‌‌
to‌‌
m ost‌‌
business‌‌
s tudents‌‌
and‌‌
m anagers.‌‌
The‌‌
theory‌‌
is‌‌
based‌‌
on‌‌
a ‌‌s imple‌‌
premise:‌‌
Human‌‌
beings‌
have‌ ‌needs‌ ‌that‌ ‌are‌ ‌hierarchically‌ ‌ranked.Maslow,‌ ‌A.‌ ‌H.‌ ‌(1943).‌ ‌A ‌ ‌theory‌ ‌of‌ ‌human‌ ‌m otivation.‌ ‌Psychological‌
Review,‌ ‌50,‌ ‌370–396;‌ ‌Maslow,‌ ‌A.‌ ‌H.‌ ‌(1954).‌ ‌Motivation‌ ‌and‌ ‌personality.‌‌
New‌‌
York:‌‌
Harper.‌‌
There‌‌
are‌‌
s ome‌‌
needs‌
that‌‌
are‌‌
basic‌‌
to‌‌
all‌‌
human‌‌
beings,‌‌
and‌‌
in‌‌
their‌‌
absence‌‌
nothing‌‌
else‌‌
m atters.‌‌
As‌‌
we‌‌
s atisfy‌‌
these‌‌
basic‌‌
needs,‌‌
we‌
start‌‌
looking‌‌
to‌‌
s atisfy‌‌
higher‌‌
order‌‌
needs.‌‌
In‌‌
other‌‌
words,‌‌
once‌‌
a ‌‌lower‌‌
level‌‌
need‌‌
is‌‌
s atisfied,‌‌
it‌‌
no‌‌
longer‌‌
s erves‌‌
as‌
a‌‌m otivator.‌

The‌‌
m ost‌‌
basic‌‌
of‌‌
Maslow’s‌‌
needs‌‌
are‌‌
physiological‌‌
needs4‌‌
. ‌‌Physiological‌‌
needs‌‌
refer‌‌
to‌‌
the‌‌
need‌‌
for‌‌
food,‌‌
water,‌
and‌ ‌other‌ ‌biological‌ ‌needs.‌ ‌These‌ ‌needs‌ ‌are‌ ‌basic‌ ‌because‌ ‌when‌ ‌they‌ ‌are‌ ‌lacking,‌ ‌the‌ ‌s earch‌ ‌for‌ ‌them‌ ‌m ay‌
overpower‌‌
all‌‌
other‌‌
urges.‌‌
Imagine‌‌
being‌‌
very‌‌
hungry.‌‌
At‌‌
that‌‌
point,‌‌
all‌‌
your‌‌
behavior‌‌
m ay‌‌
be‌‌
directed‌‌
at‌‌
finding‌‌
food.‌
Once‌ ‌you‌‌
eat,‌‌
though,‌‌
the‌‌
s earch‌‌
for‌‌
food‌‌
c eases‌‌
and‌‌
the‌‌
promise‌‌
of‌‌
food‌‌
no‌‌
longer‌‌
s erves‌‌
as‌‌
a ‌‌m otivator.‌‌
O nce‌
physiological‌ ‌needs‌ ‌are‌ ‌s atisfied,‌ ‌people‌ ‌tend‌ ‌to‌ ‌become‌‌
c oncerned‌‌
about‌‌
s afety‌‌
needs5‌‌
. ‌‌Are‌‌
they‌‌
free‌‌
from‌‌
the‌
threat‌‌
of‌‌
danger,‌‌
pain,‌‌
or‌‌
an‌‌
uncertain‌‌
future?‌‌
O n‌‌
the‌‌
next‌‌
level‌‌
up,‌‌
s ocial‌‌
needs6‌‌
refer‌‌
to‌‌
the‌‌
need‌‌
to‌‌
bond‌‌
with‌‌
other‌
human‌ ‌beings,‌ ‌be‌ ‌loved,‌ ‌and‌ ‌form‌ ‌lasting‌ ‌attachments‌ ‌with‌ ‌others.‌ ‌In‌ ‌fact,‌ ‌attachments,‌ ‌or‌ ‌lack‌ ‌of‌ ‌them,‌ ‌are‌
associated‌ ‌with‌‌
our‌‌
health‌‌
and‌‌
well-being.Baumeister,‌‌
R.‌‌
F.,‌‌
& ‌‌Leary,‌‌
M.‌‌
R.‌‌
(1995).‌‌
The‌‌
need‌‌
to‌‌
belong:‌‌
Desire‌‌
for‌
interpersonal‌ ‌attachments‌ ‌as‌ ‌a ‌ ‌fundamental‌ ‌human‌ ‌m otivation.‌ ‌Psychological‌ ‌Bulletin,‌ ‌117,‌ ‌497–529.‌ ‌The‌
satisfaction‌‌
of‌‌
s ocial‌‌
needs‌‌
m akes‌‌
esteem‌‌
needs7‌‌
m ore‌‌
s alient.‌‌
Esteem‌‌
need‌‌
refers‌‌
to‌‌
the‌‌
desire‌‌
to‌‌
be‌‌
respected‌
by‌ ‌one’s‌ ‌peers,‌ ‌feel‌ ‌important,‌ ‌and‌ ‌be‌ ‌appreciated.‌ ‌Finally,‌ ‌at‌ ‌the‌ ‌highest‌ ‌level‌ ‌of‌ ‌the‌ ‌hierarchy,‌ ‌the‌ ‌need‌ ‌for‌
self-actualization8‌‌
refers‌‌
to‌‌
“becoming‌‌
all‌‌
you‌‌
are‌‌
c apable‌‌
of‌‌
becoming.”‌‌
This‌‌
need‌‌
m anifests‌‌
itself‌‌
by‌‌
the‌‌
desire‌‌
to‌
acquire‌‌new‌‌s kills,‌‌take‌‌on‌‌new‌‌c hallenges,‌‌and‌‌behave‌‌in‌‌a‌‌way‌‌that‌‌will‌‌lead‌‌to‌‌the‌‌attainment‌‌of‌‌one’s‌‌life‌‌goals.‌
ERG‌‌theory‌,‌‌developed‌‌by‌‌Clayton‌‌Alderfer,‌‌is‌‌a‌‌m odification‌‌of‌‌Maslow’s‌‌hierarchy‌‌of‌‌needs.Alderfer,‌
Pa ge‌‌18‌‌‌o f‌‌71‌

C.‌‌
P.‌‌
(1969).‌‌
An‌‌
empirical‌‌
test‌‌
of‌‌
a ‌‌new‌‌
theory‌‌
of‌‌
human‌‌
needs.‌‌
O rganizational‌‌
Behavior‌‌
and‌‌
Human‌‌
Performance,‌
4,‌ ‌142–175.‌ ‌Instead‌ ‌of‌ ‌the‌‌
five‌‌
needs‌‌
that‌‌
are‌‌
hierarchically‌‌
organized,‌‌
Alderfer‌‌
proposed‌‌
that‌‌
basic‌‌
human‌‌
needs‌
may‌ ‌be‌ ‌grouped‌ ‌under‌ ‌three‌ ‌c ategories,‌ ‌namely,‌ ‌existence,‌ ‌relatedness,‌ ‌and‌ ‌growth.‌ ‌Existence9‌ ‌c orresponds‌‌
to‌
Maslow’s‌ ‌physiological‌ ‌and‌ ‌s afety‌ ‌needs,‌ ‌relatedness10‌ ‌c orresponds‌ ‌to‌ ‌s ocial‌ ‌needs,‌ ‌and‌ ‌growth11‌ ‌refers‌ ‌to‌
Maslow’s‌‌esteem‌‌and‌‌s elf‌‌actualization.‌
Two-Factor‌‌Theory‌
Frederick‌ ‌Herzberg‌ ‌approached‌ ‌the‌ ‌question‌ ‌of‌ ‌m otivation‌ ‌in‌ ‌a ‌ ‌different‌ ‌way.‌ ‌By‌ ‌asking‌ ‌individuals‌‌
what‌‌
s atisfies‌
them‌‌
on‌‌
the‌‌
job‌‌
and‌‌
what‌‌
dissatisfies‌‌
them,‌‌
Herzberg‌‌
c ame‌‌
to‌‌
the‌‌
c onclusion‌‌
that‌‌
aspects‌‌
of‌‌
the‌‌
work‌‌
environment‌
that‌‌
s atisfy‌‌
employees‌‌
are‌‌
very‌‌
different‌‌
from‌‌
aspects‌‌
that‌‌
dissatisfy‌‌
them.Herzberg,‌‌
F.,‌‌
Mausner,‌‌
B.,‌‌
& ‌‌Snyderman,‌
B.‌‌
(1959).‌‌
The‌‌
m otivation‌‌
to‌‌
work.‌‌
New‌‌
York:‌‌
John‌‌
W iley;‌‌
Herzberg,‌‌
F.‌‌
(1965).‌‌
The‌‌
m otivation‌‌
to‌‌
work‌‌
among‌‌
Finnish‌
supervisors.‌‌Personnel‌‌Psychology,‌
18,‌ ‌393–402.‌ ‌Herzberg‌ ‌labeled‌ ‌factors‌ ‌c ausing‌ ‌dissatisfaction‌ ‌of‌ ‌workers‌ ‌as‌ ‌“hygiene”‌ ‌factors‌ ‌because‌ ‌these‌
factors‌ ‌were‌ ‌part‌ ‌of‌ ‌the‌ ‌c ontext‌ ‌in‌ ‌which‌ ‌the‌ ‌job‌ ‌was‌ ‌performed,‌ ‌as‌ ‌opposed‌ ‌to‌ ‌the‌ ‌job‌ ‌itself.‌ ‌Hygiene‌‌
factors12‌
included‌ ‌c ompany‌ ‌policies,‌ ‌s upervision,‌ ‌working‌ ‌c onditions,‌ ‌s alary,‌ ‌s afety,‌ ‌and‌ ‌s ecurity‌ ‌on‌ ‌the‌ ‌job.‌ ‌To‌ ‌illustrate,‌
imagine‌‌
that‌‌
you‌‌
are‌‌
working‌‌
in‌‌
an‌‌
unpleasant‌‌
work‌‌
environment.‌‌
Your‌‌
office‌‌
is‌‌
too‌‌
hot‌‌
in‌‌
the‌‌
s ummer‌‌
and‌‌
too‌‌
c old‌‌
in‌
the‌ ‌winter.‌ ‌You‌ ‌are‌‌
being‌‌
harassed‌‌
and‌‌
m istreated.‌‌
You‌‌
would‌‌
c ertainly‌‌
be‌‌
m iserable‌‌
in‌‌
s uch‌‌
a ‌‌work‌‌
environment.‌
However,‌‌
if‌‌
these‌‌
problems‌‌
were‌‌
s olved‌‌
(your‌‌
office‌‌
temperature‌‌
is‌‌
just‌‌
right‌‌
and‌‌
you‌‌
are‌‌
not‌‌
harassed‌‌
at‌‌
all),‌‌
would‌
you‌‌
be‌‌
m otivated?‌‌
Most‌‌
likely,‌‌
you‌‌
would‌‌
take‌‌
the‌‌
s ituation‌‌
for‌‌
granted.‌‌
In‌‌
fact,‌‌
m any‌‌
factors‌‌
in‌‌
our‌‌
work‌‌
environment‌
are‌‌things‌‌that‌‌we‌‌m iss‌‌when‌‌they‌‌are‌‌absent‌‌but‌‌take‌‌for‌‌granted‌‌if‌‌they‌‌are‌‌present.‌

These‌‌
are‌‌
just‌‌
s ome‌‌
of‌‌
the‌‌
Motivation‌‌
Theories‌‌
to‌‌
c onsider‌‌
in‌‌
taking‌‌
the‌‌
process.‌‌
W e‌‌
c an‌‌
find‌‌
m ore‌
in‌‌https://saylordotorg.github.io/text_organizational-behavior-v1.1/s09-theories-ofmotivation.html‌

Pa ge‌‌19‌‌‌o f‌‌71‌


You‌ ‌are‌ ‌a ‌ ‌department‌ ‌m anager‌ ‌in‌ ‌an‌ ‌advertising‌ ‌agency.‌ ‌The‌ ‌employees‌ ‌of‌ ‌the‌ ‌department‌ ‌have‌
recently‌ ‌c ompleted‌ ‌an‌ ‌attitude‌ ‌s urvey.‌ ‌Three‌ ‌employees‌ ‌in‌ ‌your‌ ‌department‌ ‌reported‌ ‌that‌ ‌they‌ ‌were‌
harassed‌‌
by‌‌
s enior‌‌
people‌‌
in‌‌
the‌‌
department‌‌
and‌‌
they‌‌
are‌‌
experiencing‌‌
a ‌‌hostile‌‌
work‌‌
environment.‌‌
You‌
do‌‌
not‌‌
know‌‌
who‌‌
these‌‌
people‌‌
are,‌‌
but‌‌
you‌‌
feel‌‌
that‌‌
you‌‌
need‌‌
to‌‌
do‌‌
s omething.‌‌
The‌‌
s urveys‌‌
were‌‌
filled‌
out‌ ‌c onfidentially,‌ ‌and‌ ‌employees‌ ‌were‌ ‌assured‌ ‌that‌ ‌their‌ ‌identities‌ ‌would‌ ‌not‌ ‌be‌ ‌revealed‌ ‌to‌
management.‌‌
You‌‌
feel‌‌
that‌‌
you‌‌
c an‌‌
identify‌‌
who‌‌
they‌‌
are‌‌
because‌‌
the‌‌
person‌‌
in‌‌
HR‌‌
who‌‌
administered‌
the‌‌
s urvey‌‌
is‌‌
a ‌‌friend‌‌
of‌‌
yours‌‌
and‌‌
that‌‌
person‌‌
c an‌‌
tell‌‌
you‌‌
the‌‌
demographics‌‌
of‌‌
the‌‌
employees,‌‌
which‌
would‌‌help‌‌you‌‌identify‌‌them.‌
1. Should‌‌you‌‌ask‌‌for‌‌the‌‌identity-revealing‌‌information?‌‌W hat‌‌are‌‌the‌‌advantages‌‌and‌
disadvantages‌‌of‌‌finding‌‌out‌‌the‌‌identity‌‌of‌‌these‌‌people?‌
2. How‌‌would‌‌you‌‌handle‌‌a‌‌s ituation‌‌like‌‌this‌‌now‌‌and‌‌in‌‌the‌‌future?‌

Reading‌‌and‌‌Responding‌‌to‌‌Employee‌‌Blogs‌
You‌ ‌found‌ ‌out‌ ‌that‌ ‌one‌ ‌employee‌ ‌from‌ ‌your‌ ‌c ompany‌ ‌has‌ ‌c reated‌ ‌a ‌ ‌blog‌ ‌about‌ ‌the‌ ‌c ompany.‌ ‌O ther‌
current‌ ‌and‌ ‌ex-employees‌ ‌are‌ ‌also‌ ‌posting‌ ‌on‌ ‌this‌ ‌blog,‌‌
and‌‌
the‌‌
picture‌‌
they‌‌
are‌‌
painting‌‌
is‌‌
less‌‌
than‌
flattering.‌‌
They‌‌
are‌‌
talking‌‌
about‌‌
their‌‌
gripes,‌‌
s uch‌‌
as‌‌
long‌‌
work‌‌
hours‌‌
and‌‌
below-market‌‌
pay,‌‌
and‌‌
how‌
the‌‌
c ompany’s‌‌
products‌‌
are‌‌
not‌‌
great‌‌
c ompared‌‌
to‌‌
those‌‌
of‌‌
c ompetitors.‌‌
W orse,‌‌
they‌‌
are‌‌
talking‌‌
about‌
the‌‌
people‌‌
in‌‌
the‌‌
c ompany‌‌
by‌‌
name.‌‌
There‌‌
are‌‌
a ‌‌c ouple‌‌
of‌‌
postings‌‌
m entioning‌‌
you‌‌
by‌‌
name‌‌
and‌‌
c alling‌
you‌‌unfair‌‌and‌‌unreasonable.‌
1. What‌‌
action‌‌
would‌‌
you‌‌
take‌‌
when‌‌
you‌‌
learn‌‌
the‌‌
presence‌‌
of‌‌
this‌‌
blog?‌‌
W ould‌‌
you‌‌
take‌‌
action‌‌
to‌
stop‌‌this‌‌blogger?‌‌How?‌
2. Would‌‌
you‌‌
do‌‌
anything‌‌
to‌‌
learn‌‌
the‌‌
identity‌‌
of‌‌
the‌‌
blogger?‌‌
If‌‌
you‌‌
found‌‌
out,‌‌
what‌‌
action‌‌
would‌‌
you‌
take‌‌to‌‌have‌‌the‌‌employee‌‌disciplined?‌
3. What‌‌
would‌‌
you‌‌
c hange‌‌
within‌‌
the‌‌
c ompany‌‌
to‌‌
deal‌‌
with‌‌
this‌‌
s ituation?‌‌
4.‌‌
W ould‌‌
you‌‌
post‌‌
on‌‌
this‌
blog?‌‌If‌‌s o,‌‌under‌‌what‌‌name,‌‌and‌‌what‌‌c omments‌‌would‌‌you‌‌post?‌

Pa ge‌‌20‌‌‌o f‌‌71‌

Lesson‌‌3 :‌‌T he‌‌Interpersonal‌‌Skills‌

Introduction:‌

Interpersonal‌ ‌s kills‌ ‌are‌ ‌the‌ ‌s kills‌ ‌we‌ ‌use‌ ‌every‌ ‌day‌ ‌when‌ ‌we‌ ‌c ommunicate‌ ‌and‌ ‌interact‌ ‌with‌ ‌other‌
people,‌ ‌both‌ ‌individually‌ ‌and‌ ‌in‌ ‌groups.‌ ‌They‌ ‌include‌ ‌a ‌ ‌wide‌ ‌range‌ ‌of‌ ‌s kills,‌ ‌but‌ ‌particularly‌
communication‌ ‌s kills‌ ‌s uch‌ ‌as‌ ‌listening‌ ‌and‌ ‌effective‌ ‌s peaking.‌ ‌They‌ ‌also‌ ‌include‌ ‌the‌‌
ability‌‌
to‌‌
c ontrol‌
and‌ ‌m anage‌ ‌your‌ ‌emotions.‌ ‌People‌ ‌with‌ ‌s trong‌ ‌interpersonal‌ ‌s kills‌ ‌tend‌ ‌to‌ ‌be‌‌
able‌‌
to‌‌
work‌‌
well‌‌
with‌
other‌ ‌people,‌ ‌including‌ ‌in‌ ‌teams‌‌
or‌‌
groups,‌‌
formally‌‌
and‌‌
informally.‌‌
They‌‌
c ommunicate‌‌
effectively‌‌
with‌
others,‌‌
whether‌‌
family,‌‌
friends,‌‌
c olleagues,‌‌
c ustomers‌‌
or‌‌
c lients.‌‌
They‌‌
also‌‌
have‌‌
better‌‌
relationships‌‌
at‌
home‌‌and‌‌at‌‌work.‌

This‌ ‌m odule‌ ‌provides‌ ‌an‌ ‌overview‌ ‌of‌ ‌interpersonal‌ ‌s kills‌ ‌and‌ ‌how‌ ‌they‌ ‌are‌ ‌developed‌ ‌and‌ ‌used.‌ ‌It‌
explains‌ ‌where‌ ‌these‌ ‌s kills‌ ‌are‌ ‌important,‌ ‌including‌ ‌particular‌ ‌jobs‌ ‌that‌ ‌m ay‌ ‌require‌ ‌very‌ ‌good‌
interpersonal‌‌s kills.‌‌Finally,‌‌it‌‌discusses‌‌how‌‌you‌‌c an‌‌s tart‌‌to‌‌develop‌‌your‌‌interpersonal‌‌s kills‌‌further.‌

Please‌ ‌watch‌ https://www.investopedia.com/terms/i/interpersonal-skills.asp‌ for‌ ‌a ‌ ‌s hort‌
introduction/summary‌‌of‌‌this‌‌m odule.‌



• Understand‌‌the‌‌effect‌‌of‌‌behavior‌‌has‌‌on‌‌yourself,‌‌other‌‌people‌‌and‌‌organization;‌
• Develop‌‌your‌‌s trengths‌‌and‌‌areas‌‌for‌‌development;‌‌and‌
• Gain‌‌c o-operation‌‌and‌‌c ommitment‌‌from‌‌others.‌


Interpersonal‌ ‌Skills‌ ‌– ‌ ‌also‌ ‌referred‌ ‌to‌ ‌as‌ ‌people‌ ‌s kills‌ ‌or‌ ‌s oft‌ ‌s kills‌ ‌– ‌ ‌have‌ ‌to‌ ‌do‌ ‌with‌ ‌the‌ ‌way‌ ‌we‌
interact‌‌
with‌‌
other‌‌
people.‌‌ Soft‌‌ s kills,‌‌
therefore,‌‌ are‌‌
used‌‌ both‌‌ at‌‌
and‌‌ away‌‌ from‌‌
our‌‌ place‌‌ of‌‌ business,‌
whereas‌
Pa ge‌‌21‌‌‌o f‌‌71‌

hard‌‌s kills‌‌or‌‌occupational‌‌s kills‌‌have‌‌to‌‌do‌‌with‌‌our‌‌ability‌‌to‌‌perform‌‌c ertain‌‌types‌‌of‌‌activities‌‌and‌‌tasks‌‌at‌‌work.‌

These‌‌interpersonal‌‌s kills‌‌are‌‌behavioral‌‌in‌‌essence‌‌and‌‌include‌‌the‌‌following‌‌c ompetencies:‌
1. Communication‌‌s kills‌
2. Ability‌‌to‌‌c reate‌‌rapport‌‌with‌‌others‌
3. Effective‌‌c onflict‌‌resolution‌
4. Negotiation‌‌s kills‌
5. Personal‌‌s tress‌‌m anagement‌
6. Persuasion‌‌s kills‌
7. Team‌‌Building‌‌s kills‌
8. Strategic‌‌thinking‌
9. Creative‌‌Problem‌‌s olving‌

The‌ ‌way‌ ‌individuals‌ ‌present‌ ‌these‌ ‌personal‌ ‌traits‌ ‌in‌ ‌their‌ ‌behavior‌ ‌is‌ ‌c losely‌ ‌related‌ ‌to‌ ‌their‌ ‌level‌ ‌of‌ ‌“Emotional‌
Intelligence,”‌ ‌a ‌ ‌broader‌ ‌c oncept,‌ ‌which‌ ‌includes‌ ‌other‌ ‌aspects‌ ‌of‌ ‌personal‌ ‌behavior‌ ‌s uch‌ ‌as‌ ‌friendliness‌ ‌and‌
optimism.‌‌
Today,‌‌
s ociety‌‌
c ome‌‌
to‌‌
realize‌‌
that‌‌
workplace‌‌
performance‌‌
c an‌‌
benefit‌‌
from‌‌
m aximizing‌‌
the‌‌
potentials‌‌
of‌
different‌ ‌personality‌ ‌types‌ ‌within‌ ‌a ‌ ‌team‌ ‌and‌ ‌that‌ ‌c ertain‌ ‌behavior‌ ‌c an‌ ‌help‌ ‌m ove‌ ‌a ‌‌c ompany‌‌
toward‌‌
its‌‌
goals.‌‌
In‌
more‌ ‌developed‌ ‌s ocieties,‌ ‌we‌ ‌have‌ ‌c ome‌ ‌to‌ ‌realize‌‌
that‌‌
our‌‌
s oft‌‌
s kills‌‌
s erve‌‌
to‌‌
enhance‌‌
our‌‌
interactions‌‌
with‌‌
our‌
friends,‌‌family,‌‌and‌‌c lients‌‌and‌‌to‌‌help‌‌us‌‌improve‌‌our‌‌work‌‌performance‌‌and‌‌c areer‌‌prospects.‌

Given‌ ‌that‌ ‌humans‌ ‌are‌ ‌s ocial‌ ‌beings,‌ ‌the‌ ‌m anner‌ ‌in‌ ‌which‌ ‌we‌ ‌interrelate‌ ‌with‌ ‌others‌ ‌and‌ ‌our‌ ‌ability‌ ‌to‌ ‌establish‌
positive‌‌
relationships‌‌
have‌‌
an‌‌
enormous‌‌
impact‌‌
on‌‌
our‌‌
s uccess‌‌
in‌‌
the‌‌
different‌‌
areas‌‌
of‌‌
our‌‌
lives.‌‌
This‌‌
is‌‌
especially‌
important‌ ‌when‌ ‌a ‌ ‌person‌ ‌is‌‌
running‌‌
a ‌‌business‌‌
and‌‌
dealing‌‌
with‌‌
c ustomers,‌‌
s uppliers,‌‌
employees,‌‌
investors,‌‌
and‌
others‌‌on‌‌a‌‌regular‌‌basis.‌

How‌ ‌well‌ ‌we‌ ‌handle‌ ‌ourselves‌ ‌in‌ ‌these‌ ‌relationships‌ ‌and‌ ‌the‌ ‌way‌ ‌we‌ ‌are‌ ‌perceived‌ ‌by‌ ‌others‌ ‌c ould‌ ‌very‌ ‌well‌
translate‌‌ into‌‌
events‌‌ like‌‌
landing‌‌ a ‌‌big‌‌
c lient,‌‌
s uccessfully‌‌ negotiating‌‌ favorable‌‌ financing‌‌
terms‌‌ and‌‌
c onditions‌‌ with‌‌ a ‌
lending‌‌
institution,‌‌ s olving‌‌ c onflicts‌‌ between‌‌ employees,‌‌ building‌‌ effective‌‌
teams,‌‌ leaving‌‌
a ‌‌good‌‌ impression‌‌ with‌‌ the‌
media,‌‌ and‌‌ m ore.‌‌
Take‌‌ note‌‌ that‌‌
qualities‌‌ s uch‌‌
as‌‌
appearing‌‌ c onfident,‌‌
being‌‌ c harismatic,‌‌ remaining‌‌ c alm‌‌ in‌‌
tense‌
situations,‌‌being‌‌able‌‌to‌‌c learly‌‌express‌‌your‌
Pa ge‌‌22‌‌‌o f‌‌71‌

thoughts‌‌
and‌‌
expectations,‌‌
and‌‌
being‌‌
a ‌‌c reative‌‌
problem‌‌
s olver‌‌
are‌‌
personal‌‌
traits‌‌
that‌‌
are‌‌
very‌‌
appealing‌‌
to‌‌
others,‌
helping‌‌you‌‌become‌‌a‌‌leader‌‌in‌‌their‌‌eyes.‌

People‌ ‌with‌ ‌improved‌ ‌interpersonal‌ ‌s kills‌ ‌tend‌ ‌toward‌ ‌a ‌ ‌positive‌ ‌attitude,‌ ‌m aking‌ ‌them‌ ‌m ore‌ ‌s olutionoriented.‌
Everyone‌‌
enjoys‌‌
doing‌‌
business‌‌
with‌‌
those‌‌
who‌‌
c an‌‌
get‌‌
the‌‌
job‌‌
done‌‌
and‌‌
get‌‌
along‌‌
with‌‌
others‌‌
at‌‌
the‌‌
s ame‌‌
time.‌‌
It‌
is‌‌
worth‌‌
your‌‌
while,‌‌
then,‌‌
to‌‌
work‌‌
on‌‌
improving‌‌
the‌‌
s oft‌‌
s kills‌‌
of‌‌
everyone‌‌
within‌‌
your‌‌
organization,‌‌
especially‌‌
those‌
who‌‌interact‌‌face-to-face‌‌with‌‌your‌‌c lients‌‌and‌‌business‌‌partners,‌‌s o‌‌that‌‌your‌‌c ompany‌‌c an‌‌reap‌‌the‌‌benefits.‌

Developing‌‌Your‌‌Interpersonal‌‌Skills‌

Good‌‌
interpersonal‌‌
s kills‌‌
are‌‌
the‌‌
foundation‌‌
for‌‌
good‌‌
working‌‌
and‌‌
s ocial‌‌
relationships,‌‌
and‌‌
also‌‌
for‌‌
developing‌‌
m any‌
other‌ ‌areas‌ ‌of‌ ‌s kill.‌ ‌It‌ ‌is‌ ‌therefore‌ ‌worth‌ ‌s pending‌ ‌time‌ ‌developing‌ ‌good‌ ‌interpersonal‌ ‌s kills.‌ ‌W e've‌ ‌all‌ ‌been‌
developing‌ ‌our‌ ‌interpersonal‌ ‌s kills‌ ‌s ince‌ ‌c hildhood,‌ ‌usually‌ ‌s ubconsciously.‌ ‌Interpersonal‌ ‌s kills‌ ‌often‌ ‌become‌ ‌s o‌
natural‌ ‌that‌ ‌we‌ ‌take‌ ‌them‌ ‌for‌ ‌granted,‌ ‌never‌ ‌thinking‌ ‌about‌ ‌how‌ ‌we‌ ‌c ommunicate‌ ‌with‌ ‌other‌ ‌people.‌ ‌If‌ ‌you‌ ‌have‌
developed‌ ‌good‌ ‌habits,‌ ‌this‌ ‌is‌ ‌fine.‌ ‌However,‌ ‌it‌ ‌is‌ ‌of‌ ‌c ourse‌ ‌also‌ ‌possible‌ ‌to‌ ‌develop‌ ‌bad‌ ‌habits,‌ ‌and‌ ‌then‌ ‌fail‌ ‌to‌
understand‌‌why‌‌your‌‌c ommunications‌‌or‌‌relationships‌‌are‌‌s uffering.‌

Improving‌‌and‌‌developing‌‌your‌‌interpersonal‌‌s kills‌‌is‌‌best‌‌done‌‌in‌‌s teps,‌‌s tarting‌‌with‌‌the‌‌m ost‌‌basic,‌‌but‌‌vital:‌

1. Identify‌‌areas‌‌for‌‌improvement‌
The‌ ‌first‌ ‌s tep‌ ‌towards‌‌
improving‌‌
is‌‌
to‌‌
develop‌‌
your‌‌
knowledge‌‌
of‌‌
yourself‌‌
and‌‌
your‌‌
weaknesses.‌‌
You‌‌
m ay‌‌
already‌
have‌ ‌a ‌ ‌good‌ ‌idea‌ ‌of‌ ‌areas‌ ‌that‌ ‌you‌ ‌need‌ ‌to‌ ‌develop.‌ ‌However,‌ ‌it‌ ‌is‌ ‌worth‌ ‌s eeking‌ ‌feedback‌ ‌from‌ ‌other‌ ‌people,‌
because‌‌
it‌‌
is‌‌
easy‌‌
to‌‌
develop‌‌
‘blind‌‌
s pots’‌‌
about‌‌
yourself.‌‌
You‌‌
m ight‌‌
also‌‌
find‌‌
it‌‌
useful‌‌
to‌‌
do‌‌
our‌‌
Interpersonal‌‌
Skills‌
Self-Assessment.‌

2. Focus‌‌on‌‌your‌‌basic‌‌communication‌‌skills‌
Listening‌‌ is‌‌
very‌‌
definitely‌‌ not‌‌
the‌‌
s ame‌‌
as‌‌ hearing.‌‌
Perhaps‌‌ one‌‌ of‌‌
the‌‌
m ost‌‌
important‌‌ things‌‌
you‌‌
c an‌‌
do‌‌
for‌‌
anyone‌
else‌‌is‌‌to‌‌take‌‌the‌‌time‌‌to‌‌listen‌‌c arefully‌‌to‌‌what‌‌they‌‌are‌‌s aying,‌‌c onsidering‌‌both‌‌their‌
Pa ge‌‌23‌‌‌o f‌‌71‌

verbal‌ ‌and‌ ‌non-verbal‌ ‌c ommunication.‌ ‌Using‌ ‌techniques‌ ‌like‌ ‌questioning‌ ‌and‌ ‌reflection‌ ‌demonstrates‌‌
that‌‌
you‌‌
are‌
both‌‌listening‌‌and‌‌interested.‌

When‌‌
you‌‌
are‌‌
talking,‌‌
be‌‌
aware‌‌
of‌‌
the‌‌
words‌‌
you‌‌
use.‌‌
Could‌‌
you‌‌
be‌‌
m isunderstood‌‌
or‌‌
c onfuse‌‌
the‌‌
issue?‌‌
Practise‌
clarity‌‌
and‌‌
learn‌‌
to‌‌
s eek‌‌
feedback‌‌
or‌‌
c larification‌‌
to‌‌
ensure‌‌
your‌‌
m essage‌‌
has‌‌
been‌‌
understood.‌‌
By‌‌
using‌‌
questions‌
effectively,‌‌
you‌‌
c an‌‌
both‌‌
c heck‌‌
others’‌‌
understanding,‌‌
and‌‌
also‌‌
learn‌‌
m ore‌‌
from‌‌
them.‌‌
You‌‌
m ay‌‌
think‌‌
that‌‌
s electing‌
your‌‌
words‌‌
is‌‌
the‌‌
m ost‌‌
important‌‌
part‌‌
of‌‌
getting‌‌
a ‌‌m essage‌‌
across,‌‌
but‌‌
non-verbal‌‌
c ommunication‌‌
actually‌‌
plays‌‌
a ‌
much‌‌
bigger‌‌
part‌‌
than‌‌
m any‌‌
of‌‌
us‌‌
are‌‌
aware.‌‌
Some‌‌
experts‌‌
s uggest‌‌
that‌‌
around‌‌
three-quarters‌‌
of‌‌
the‌‌
‘message’‌‌
is‌
communicated‌‌by‌‌nonverbal‌‌s ignals‌‌s uch‌‌as‌‌body‌‌language,‌‌tone‌‌of‌‌voice,‌‌and‌‌the‌‌s peed‌‌at‌‌which‌‌you‌‌s peak.‌
These‌ ‌non-verbal‌ ‌s ignals‌ ‌reinforce‌ ‌or‌ ‌c ontradict‌ ‌the‌ ‌m essage‌ ‌of‌ ‌our‌ ‌words,‌ ‌and‌ ‌are‌ ‌m uch‌ ‌harder‌ ‌to‌ ‌fake‌ ‌than‌
words.‌ ‌They‌ ‌are‌ ‌therefore‌ ‌a ‌ ‌m uch‌ ‌m ore‌ ‌reliable‌ ‌s ignal.‌ ‌Learning‌ ‌to‌ ‌read‌ ‌body‌ ‌language‌ ‌is‌ ‌a ‌ ‌vital‌ ‌part‌ ‌of‌
communication.‌

3.‌‌Improve‌‌your‌‌more‌‌advanced‌‌communication‌‌skills‌
Once‌‌
you‌‌
are‌‌
c onfident‌‌
in‌‌
your‌‌
basic‌‌
listening‌‌
and‌‌
verbal‌‌
and‌‌
non-verbal‌‌
c ommunication,‌‌
you‌‌
c an‌‌
m ove‌‌
on‌‌
to‌‌
m ore‌
advanced‌ ‌areas‌ ‌around‌ ‌c ommunication,‌ ‌s uch‌ ‌as‌ ‌becoming‌ ‌m ore‌ ‌effective‌ ‌in‌ ‌how‌ ‌you‌‌
s peak,‌‌
and‌‌
understanding‌
why‌‌you‌‌m ay‌‌be‌‌having‌‌c ommunication‌‌problems.‌
Communication‌ ‌is‌ ‌rarely‌ ‌perfect‌ ‌and‌ ‌c an‌ ‌fail‌ ‌for‌ ‌a ‌ ‌number‌ ‌of‌ ‌reasons.‌ ‌Understanding‌ ‌m ore‌ ‌about‌ ‌the‌ ‌possible‌
barriers‌ ‌to‌ ‌good‌ ‌c ommunication‌ ‌m eans‌ ‌that‌ ‌you‌ ‌c an‌ ‌be‌ ‌aware‌ ‌of—and‌ ‌reduce‌ ‌the‌ ‌likelihood‌ ‌of—ineffective‌
interpersonal‌ ‌c ommunication‌ ‌and‌ ‌m isunderstandings.‌ ‌Problems‌ ‌with‌ ‌c ommunication‌ ‌c an‌ ‌arise‌ ‌for‌ ‌a ‌ ‌number‌ ‌of‌
reasons,‌‌s uch‌‌as:‌
• Physical‌‌barriers,‌‌for‌‌example,‌‌being‌‌unable‌‌to‌‌s ee‌‌or‌‌hear‌‌the‌‌s peaker‌‌properly,‌‌or‌‌language‌‌difficulties;‌
• Emotional‌‌barriers,‌‌s uch‌‌as‌‌not‌‌wanting‌‌to‌‌hear‌‌what‌‌is‌‌being‌‌s aid,‌‌or‌‌engage‌‌with‌‌that‌‌topic;‌‌and‌
• Expectations‌‌and‌‌prejudices‌‌that‌‌affect‌‌what‌‌people‌‌s ee‌‌and‌‌hear.‌

There‌ ‌are‌ ‌also‌ ‌c ircumstances‌ ‌in‌ ‌which‌ ‌c ommunication‌ ‌is‌ ‌m ore‌ ‌difficult:‌ ‌for‌ ‌example,‌ ‌when‌ ‌you‌ ‌have‌ ‌to‌‌
have‌‌ an‌
unpleasant‌ ‌c onversation‌ ‌with‌‌ s omeone,‌‌ perhaps‌‌
about‌‌
their‌‌ s tandard‌‌ of‌‌
work.‌‌ These‌‌
c onversations‌‌ m ay‌‌ be‌‌
either‌
planned‌‌or‌‌unplanned.‌‌There‌‌tend‌‌to‌‌be‌‌two‌‌issues‌‌that‌‌m ake‌‌c onversations‌‌m ore‌‌difficult:‌‌emotion,‌‌and‌‌c hange.‌
Pa ge‌‌24‌‌‌o f‌‌71‌

• Various‌‌
emotions‌‌
c an‌‌
get‌‌
in‌‌
the‌‌
way‌‌
of‌‌
c ommunicating,‌‌
including‌‌
anger‌‌
and‌‌
aggression,‌‌
or‌‌
s tress.‌‌
Few‌‌
of‌‌
us‌‌
are‌
able‌‌
to‌‌
c ommunicate‌‌
effectively‌‌
when‌‌
we‌‌
are‌‌
s truggling‌‌
to‌‌
m anage‌‌
our‌‌
emotions,‌‌
and‌‌
s ometimes‌‌
the‌‌
best‌‌
thing‌
that‌‌c an‌‌be‌‌done‌‌is‌‌to‌‌postpone‌‌the‌‌c onversation‌‌until‌‌everyone‌‌is‌‌c almer.‌
• Difficult‌‌
c onversations‌‌
are‌‌
often‌‌
about‌‌
the‌‌
need‌‌
for‌‌
c hange.‌‌
Many‌‌
of‌‌
us‌‌
find‌‌
c hange‌‌
hard‌‌
to‌‌
m anage,‌‌
especially‌‌
if‌
it‌‌is‌‌associated‌‌with‌‌an‌‌implied‌‌c riticism‌‌of‌‌existing‌‌ways‌‌of‌‌working.‌
4.‌‌Look‌‌inwards‌
Interpersonal‌ ‌s kills‌ ‌m ay‌ ‌be‌ ‌about‌ ‌how‌ ‌you‌ ‌relate‌ ‌to‌ ‌others,‌ ‌but‌ ‌they‌ ‌s tart‌ ‌with‌ ‌you.‌ ‌Many‌ ‌will‌ ‌be‌ ‌improved‌
dramatically‌‌
if‌‌
you‌‌
work‌‌
on‌‌
your‌‌
personal‌‌
s kills.‌‌
For‌‌
example,‌‌
people‌‌
are‌‌
m uch‌‌
m ore‌‌
likely‌‌
to‌‌
be‌‌
drawn‌‌
to‌‌
you‌‌
if‌‌
you‌
can‌‌m aintain‌‌a‌‌positive‌‌attitude.‌‌A‌‌positive‌‌attitude‌‌also‌‌translates‌‌into‌‌improved‌‌s elfconfidence.‌

You‌‌
are‌‌
also‌‌
less‌‌
likely‌‌
to‌‌
be‌‌
able‌‌
to‌‌
c ommunicate‌‌
effectively‌‌
if‌‌
you‌‌
are‌‌
very‌‌
s tressed‌‌
about‌‌
s omething.‌‌
It‌‌
is‌‌
therefore‌
important‌ ‌to‌ ‌learn‌‌
to‌‌
recognise,‌‌
m anage‌‌
and‌‌
reduce‌‌
s tress‌‌
in‌‌
yourself‌‌
and‌‌
others.‌‌
Being‌‌
able‌‌
to‌‌
remain‌‌
assertive,‌
without‌‌becoming‌‌either‌‌passive‌‌or‌‌aggressive,‌‌is‌‌also‌‌key‌‌to‌‌effective‌‌c ommunication.‌

Perhaps‌‌
the‌‌
m ost‌‌
important‌‌
overarching‌‌
personal‌‌
s kill‌‌
is‌‌
developing‌‌
emotional‌‌
intelligence.‌‌
Emotional‌‌
intelligence‌‌
is‌
the‌ ‌ability‌ ‌to‌ ‌understand‌ ‌your‌ ‌own‌ ‌and‌‌
others’‌‌
emotions,‌‌
and‌‌
their‌‌
effect‌‌
on‌‌
behaviour‌‌
and‌‌
attitudes.‌‌
It‌‌
is‌‌
therefore‌
perhaps‌‌
best‌‌
c onsidered‌‌
as‌‌
both‌‌
personal‌‌
and‌‌
interpersonal‌‌
in‌‌
its‌‌
nature,‌‌
but‌‌
there‌‌
is‌‌
no‌‌
doubt‌‌
that‌‌
improving‌‌
your‌
emotional‌‌
intelligence‌‌
will‌‌
help‌‌
in‌‌
all‌‌
areas‌‌
of‌‌
interpersonal‌‌
s kills.‌‌
Daniel‌‌
Goleman,‌‌
the‌‌
author‌‌
of‌‌
a ‌‌number‌‌
of‌‌
books‌
on‌‌emotional‌‌intelligence,‌‌identified‌‌five‌‌key‌‌areas,‌‌three‌‌of‌‌which‌‌are‌‌personal,‌‌and‌‌two‌‌interpersonal.‌
• The‌‌
personal‌‌
s kills,‌‌
or‌‌
‘how‌‌
we‌‌
m anage‌‌
ourselves’,‌‌
are‌‌
s elf-awareness,‌‌
s elf-regulation,‌‌
and‌‌
m otivation.‌‌
In‌‌
other‌
words,‌ ‌the‌ ‌first‌ ‌s teps‌ ‌towards‌ ‌understanding‌‌
and‌‌
m anaging‌‌
the‌‌
emotions‌‌
of‌‌
others‌‌
is‌‌
to‌‌
be‌‌
able‌‌
to‌‌
understand‌
and‌‌m anage‌‌our‌‌own‌‌emotions,‌‌including‌‌understanding‌‌what‌‌m otivates‌‌us.‌
• The‌ ‌s ocial‌ ‌s kills,‌ ‌or‌ ‌‘how‌ ‌we‌ ‌handle‌ ‌relationships‌ ‌with‌ ‌others’,‌ ‌are‌ ‌empathy‌ ‌and‌ ‌s ocial‌ ‌s kills.‌ ‌These‌ ‌m ean‌
understanding‌‌and‌‌feeling‌‌for‌‌others,‌‌and‌‌then‌‌being‌‌able‌‌to‌‌interact‌‌effectively‌‌with‌‌them.‌

Pa ge‌‌25‌‌‌o f‌‌71‌

Improving‌‌
your‌‌
emotional‌‌
intelligence‌‌
therefore‌‌
improves‌‌
your‌‌
understanding‌‌
that‌‌
other‌‌
people‌‌
have‌‌
different‌‌
points‌
of‌‌
view.‌‌
It‌‌
helps‌‌
you‌‌
to‌‌
try‌‌
to‌‌
s ee‌‌
things‌‌
from‌‌
their‌‌
perspective.‌‌
In‌‌
doing‌‌
s o,‌‌
you‌‌
m ay‌‌
learn‌‌
s omething‌‌
whilst‌‌
gaining‌
the‌‌respect‌‌and‌‌trust‌‌of‌‌others.‌

5.‌‌Use‌‌and‌‌practise‌‌your‌‌interpersonal‌‌skills‌‌in‌‌particular‌‌situations‌
There‌‌
are‌‌
a ‌‌number‌‌
of‌‌
s ituations‌‌
in‌‌
which‌‌
you‌‌
need‌‌
to‌‌
use‌‌
interpersonal‌‌
s kills.‌‌
Consciously‌‌
putting‌‌
yourself‌‌
in‌‌
those‌
positions,‌‌and‌‌practising‌‌your‌‌s kills,‌‌then‌‌reflecting‌‌on‌‌the‌‌outcomes,‌‌will‌‌help‌‌you‌‌to‌‌improve.‌
For‌‌example:‌
•Interpersonal‌‌s kills‌‌are‌‌essential‌‌when‌‌working‌‌in‌‌groups.‌
‌Group-work‌‌
is‌‌
also‌‌
a ‌‌c ommon‌‌
s ituation,‌‌
both‌‌
at‌‌
home‌‌
and‌‌
at‌‌
work,‌‌
giving‌‌
you‌‌
plenty‌‌
of‌‌
opportunity‌‌
to‌‌
work‌
on‌ ‌your‌ ‌s kills.‌ ‌It‌ ‌m ay‌ ‌be‌ ‌helpful‌ ‌to‌ ‌understand‌‌
m ore‌‌
about‌‌
group‌‌
dynamics‌‌
and‌‌
ways‌‌
of‌‌
working,‌‌
as‌‌
these‌
can‌‌affect‌‌how‌‌both‌‌you‌‌and‌‌others‌‌behave.‌
•Interpersonal‌‌s kills‌‌m ay‌‌also‌‌be‌‌particularly‌‌helpful‌‌if‌‌you‌‌have‌‌to‌‌negotiate,‌‌persuade‌‌and‌‌influence‌‌others.‌

Effective‌‌
negotiations—that‌‌
is,‌‌
where‌‌
you‌‌
are‌‌
s eeking‌‌
a ‌‌win–win‌‌
outcome,‌‌
rather‌‌
than‌‌
win–lose—‌‌
will‌‌
pave‌‌
the‌
way‌ ‌to‌ ‌m utual‌ ‌respect,‌ ‌trust‌ ‌and‌ ‌lasting‌ ‌interpersonal‌ ‌relations.‌ ‌O nly‌ ‌by‌ ‌looking‌ ‌for‌ ‌a ‌ ‌s olution‌‌
that‌‌
works‌‌
for‌‌
both‌
parties,‌ ‌rather‌ ‌than‌ ‌s eeking‌ ‌to‌ ‌win‌ ‌at‌ ‌all‌ ‌c osts,‌ ‌c an‌ ‌you‌ ‌establish‌ ‌a ‌ ‌good‌ ‌relationship‌‌
that‌‌
will‌‌
enable‌‌
you‌‌
to‌‌
work‌
together‌‌
over‌‌
and‌‌
over‌‌
again.‌‌
Being‌‌
able‌‌
to‌‌
persuade‌‌
and‌‌
influence‌‌
others—again,‌‌
for‌‌
m utual‌‌
benefit—is‌‌
also‌‌
a ‌‌key‌
building‌‌block‌‌towards‌‌s trong‌‌interpersonal‌‌relations.‌

•Resolving‌‌
and‌‌
m ediating‌‌
in‌‌
c onflict‌‌
s cenarios‌‌
c an‌‌
be‌‌
a ‌‌real‌‌
test‌‌
of‌‌
interpersonal‌‌
s kills.‌‌
Sometimes‌‌
negotiation‌
and‌ ‌persuasion‌ ‌are‌ ‌not‌ ‌enough‌ ‌to‌ ‌avoid‌ ‌c onflict.‌ ‌W hen‌ ‌this‌ ‌happens,‌ ‌you‌ ‌need‌ ‌s trong‌ ‌c onflict‌ ‌resolution‌ ‌and‌
potentially‌‌
even‌‌
m ediation‌‌
s kills.‌‌
Conflict‌‌
c an‌‌
arise‌‌
from‌‌
poorly-handled‌‌
interpersonal‌‌
c ommunications,‌‌
and‌‌
m ay‌‌
be‌
addressed‌‌
s imply‌‌
by‌‌
listening‌‌
c arefully‌‌
to‌‌
both‌‌
s ides,‌‌
and‌‌
demonstrating‌‌
that‌‌
you‌‌
have‌‌
done‌‌
s o.‌‌
Finding‌‌
a ‌‌win–win‌
situation‌‌
is‌‌
s imilarly‌‌
important‌‌
here,‌‌
because‌‌
it‌‌
s hows‌‌
that‌‌
you‌‌
respect‌‌
both‌‌
s ides.‌‌
These‌‌
s kills‌‌
m ay‌‌
be‌‌
thought‌‌
of‌
as‌‌advanced‌‌c ommunication‌‌s kills.‌

•Finally,‌ ‌problem-solving‌ ‌and‌ ‌decision-making‌ ‌are‌ ‌usually‌ ‌better‌ ‌when‌ ‌they‌ ‌involve‌ ‌m ore‌ ‌than‌ ‌one‌ ‌person.‌
Problem-solving‌‌and‌‌decision-making‌‌are‌‌key‌‌life‌‌s kills.‌‌W hile‌‌both‌‌c an‌‌be‌‌done‌‌alone,‌
Pa ge‌‌26‌‌‌o f‌‌71‌

they‌ ‌are‌ ‌often‌ ‌better‌ ‌for‌ ‌the‌ ‌involvement‌ ‌of‌ ‌m ore‌ ‌people.‌ ‌This‌ ‌m eans‌ ‌that‌ ‌they‌‌
also‌‌
frequently‌‌
involve‌
interpersonal‌‌elements,‌‌and‌‌there‌‌is‌‌no‌‌doubt‌‌that‌‌better‌‌interpersonal‌‌s kills‌‌will‌‌help‌‌with‌‌both.‌

6.‌‌Reflect‌‌on‌‌your‌‌e xperience‌‌and‌‌improve‌
‌The‌ ‌final‌ ‌element‌ ‌in‌ ‌developing‌ ‌and‌ ‌improving‌ ‌your‌ ‌interpersonal‌ ‌s kills‌ ‌is‌ ‌to‌ ‌develop‌ ‌the‌ ‌habit‌ ‌of‌
self-reflection.‌‌
Taking‌‌
time‌‌
to‌‌
think‌‌
about‌‌
c onversations‌‌
and‌‌
interpersonal‌‌
interactions‌‌
will‌‌
enable‌‌
you‌‌
to‌
learn‌‌
from‌‌
your‌‌
m istakes‌‌
and‌‌
s uccesses,‌‌
and‌‌
c ontinue‌‌
to‌‌
develop.‌‌
You‌‌
m ight,‌‌
for‌‌
example,‌‌
find‌‌
it‌‌
helpful‌
to‌‌keep‌‌a‌‌diary‌‌or‌‌learning‌‌journal‌‌and‌‌write‌‌in‌‌it‌‌each‌‌week.]‌


Please‌‌answer‌‌the‌‌following‌‌reviewing‌‌c oncepts.‌
1. What‌‌exactly‌‌are‌‌interpersonal‌‌s kills?‌
2. How‌‌do‌‌we‌‌rate‌‌an‌‌entrepreneur’s‌‌“Emotional‌‌Intelligence”?‌
3. When‌‌did‌‌human‌‌relationships‌‌really‌‌begin‌‌to‌‌affect‌‌how‌‌we‌‌do‌‌business?‌
4. What‌‌accounts‌‌for‌‌the‌‌renewal‌‌of‌‌interest‌‌in‌‌interpersonal‌‌s kills?‌
5. In‌‌what‌‌ways‌‌does‌‌possession‌‌of‌‌interpersonal‌‌s kills‌‌translate‌‌into‌‌entrepreneurial‌‌s uccess?‌

Pa ge‌‌27‌‌‌o f‌‌71‌

Lesson‌‌4 :‌‌Communication‌‌Skills‌

Introduction:‌

Communication,‌‌at‌‌its‌‌s implest,‌‌is‌‌the‌‌act‌‌of‌‌transferring‌‌information‌‌from‌‌one‌‌place‌‌to‌‌another.‌‌It‌‌m ay‌‌be‌

vocally‌‌(using‌‌voice),‌‌written‌‌(using‌‌printed‌‌or‌‌digital‌‌m edia‌‌s uch‌‌as‌‌books,‌‌m agazines,‌‌websites‌‌or‌
emails),‌‌visually‌‌(using‌‌logos,‌‌m aps,‌‌c harts‌‌or‌‌graphs)‌‌or‌‌non-verbally‌‌(using‌‌body‌‌language,‌‌gestures‌
and‌‌the‌‌tone‌‌and‌‌pitch‌‌of‌‌voice).‌‌In‌‌practice,‌‌it‌‌is‌‌often‌‌a‌‌c ombination‌‌of‌‌s everal‌‌of‌‌these.‌

Communication‌‌
s kills‌‌
m ay‌‌
take‌‌
a ‌‌lifetime‌‌
to‌‌
m aster—if‌‌
indeed‌‌
anyone‌‌
c an‌‌
ever‌‌
c laim‌‌
to‌‌
have‌‌
m astered‌
them.‌ ‌There‌ ‌are,‌ ‌however,‌ ‌m any‌ ‌things‌ ‌that‌ ‌you‌ ‌c an‌ ‌do‌ ‌fairly‌ ‌easily‌ ‌to‌ ‌improve‌ ‌your‌ ‌c ommunication‌
skills‌‌and‌‌ensure‌‌that‌‌you‌‌are‌‌able‌‌to‌‌transmit‌‌and‌‌receive‌‌information‌‌effectively.‌

This‌ ‌m odule‌ ‌provides‌ ‌an‌ ‌introduction‌ ‌to‌ ‌c ommunication‌ ‌s kills.‌ ‌This‌ ‌will‌ ‌c over‌ ‌the‌ ‌essential‌ ‌area‌ ‌to‌
enable‌‌you‌‌to‌‌navigate‌‌them‌‌effectively.‌



• Use‌‌effective‌‌first‌‌impressions;‌
• Make‌‌best‌‌use‌‌of‌‌body‌‌language,‌‌listening‌‌and‌‌oral‌‌c ommunication;‌‌and‌
• Familiarize‌‌oneself‌‌to‌‌the‌‌importance‌‌of‌‌c ommunication‌


As‌ ‌entrepreneurs,‌ ‌we‌ ‌use‌ ‌our‌ ‌c ommunication‌ ‌s kills‌ ‌all‌ ‌the‌ ‌time‌ ‌during‌ ‌our‌‌
normal‌‌
business‌‌
activities.‌
Communication‌‌
is‌‌
m uch‌‌
m ore‌‌
than‌‌
the‌‌
s imple‌‌
acts‌‌
of‌‌
s peaking‌‌
and‌‌
listening.‌‌
Effective‌‌
c ommunication‌
skills‌ ‌allow‌ ‌business‌ ‌leaders‌ ‌to‌ ‌c orrectly‌ ‌assess‌ ‌s ituations,‌ ‌s aving‌ ‌time‌ ‌and‌ ‌m oney.‌ ‌Through‌ ‌s uch‌
interactions,‌ ‌it’s‌ ‌possible‌ ‌to‌ ‌c reate‌ ‌a ‌‌positive‌‌
c ompany‌‌
image,‌‌
attracting‌‌
m ore‌‌
and‌‌
better‌‌
relationships,‌
which‌‌
in‌‌
turn‌‌
m ake‌‌
business‌‌
operations‌‌
better,‌‌
s moother‌‌
and‌‌
m ore‌‌
profitable.‌‌
W hen‌‌
you‌‌
are‌‌
a ‌‌business‌
owner,‌ ‌the‌ ‌ability‌ ‌to‌ ‌c ommunicate‌ ‌effectively‌ ‌will‌ ‌enable‌ ‌you‌ ‌to‌ ‌s ignificantly‌ ‌reduce‌ ‌the‌ ‌risk‌ ‌of‌
misunderstanding‌‌
another‌‌
party’s‌‌
request‌‌
or‌‌
intention,‌‌
or‌‌
overlooking‌‌
information‌‌
that‌‌
m ay‌‌
be‌‌
c rucial‌‌
for‌
making‌‌better‌‌business‌‌decisions.‌
Pa ge‌‌28‌‌‌o f‌‌71‌

Listening‌ ‌is‌ ‌not‌ ‌hearing;‌‌
listening‌‌
occurs‌‌
when‌‌
we‌‌
do‌‌
our‌‌
best‌‌
to‌‌
attempt‌‌
to‌‌
understand‌‌
what‌‌
a ‌‌s peaker‌‌
m eans‌‌
to‌
say.‌‌
O f‌‌
the‌‌
three‌‌
types‌‌
of‌‌
listening,‌‌
only‌‌
Active‌‌
Listening‌‌
guarantees‌‌
that‌‌
we‌‌
are‌‌
100‌‌
percent‌‌
involved‌‌
in‌‌
a ‌‌s peaker’s‌
message.‌‌
Through‌‌
Active‌‌
Listening,‌‌
we‌‌
become‌‌
active‌‌
participants,‌‌
asking‌‌
questions‌‌
to‌‌
ensure‌‌
that‌‌
we‌‌
c ompletely‌
understand‌ ‌the‌ ‌m essage‌ ‌and‌ ‌firmly‌ ‌establishing‌ ‌ourselves‌ ‌as‌ ‌an‌ ‌active‌ ‌c omponent‌ ‌in‌ ‌the‌ ‌c onversation.‌ ‌W e‌
communicate‌‌
80‌‌
percent‌‌
of‌‌
any‌‌
given‌‌
m essage‌‌
through‌‌
body‌‌
language.‌‌
Mastering‌‌
how‌‌
we‌‌
s end‌‌
and‌‌
receive‌‌
these‌
physical‌‌
m essages‌‌
is‌‌
an‌‌
essential‌‌
c omponent‌‌
of‌‌
establishing‌‌
s trong‌‌
business‌‌
relationships.‌‌
It‌‌
is‌‌
important‌‌
to‌‌
keep‌
an‌‌
open‌‌
m ind‌‌
when‌‌
reading‌‌
others’‌‌
postures‌‌
and‌‌
gestures,‌‌
as‌‌
m any‌‌
of‌‌
these‌‌
c an‌‌
have‌‌
m ultiple‌‌
m eanings.‌‌
O ur‌‌
own‌
body‌‌language‌‌s ets‌‌the‌‌tone‌‌for‌‌business‌‌discussions‌‌and‌‌lays‌‌the‌‌groundwork‌‌for‌‌others’‌‌first‌‌impressions‌‌of‌‌us.‌

Types‌‌of‌‌listening‌

•‌Passive‌ ‌Listening:‌ ‌W hen‌ ‌we‌ ‌are‌ ‌passive‌ ‌listeners,‌ ‌we‌ ‌are‌ ‌not‌ ‌really‌ ‌focusing‌ ‌on‌ ‌the‌ ‌s peaker.‌ ‌W e‌ ‌m ay‌ ‌be‌
checking‌ ‌our‌ ‌emails,‌ ‌c alendars,‌‌
or‌‌
phones‌‌
while‌‌
the‌‌
other‌‌
person‌‌
is‌‌
s peaking.‌‌
W e‌‌
m ay‌‌
pretend‌‌
to‌‌
listen‌‌
while‌‌
we‌
think‌ ‌about‌ ‌things‌ ‌on‌ ‌our‌ ‌c urrent‌ ‌to-do‌‌
list,‌‌
or‌‌
we‌‌
c an‌‌
c hoose‌‌
to‌‌
ignore‌‌
m ost‌‌
of‌‌
what‌‌
is‌‌
being‌‌
s aid‌‌
and‌‌
s electively‌
hear‌‌key‌‌phrases‌‌that‌‌we‌‌assume‌‌s ummarize‌‌the‌‌s peaker’s‌‌m essage.‌

•‌Attentive‌ ‌Listening:‌ ‌W hen‌ ‌we‌ ‌are‌ ‌listening‌ ‌attentively,‌ ‌our‌ ‌level‌ ‌of‌ ‌involvement‌ ‌is‌ ‌higher.‌ ‌W e‌ ‌offer‌ ‌our‌ ‌full‌
attention‌‌
to‌‌
the‌‌
s peaker,‌‌
focusing‌‌
on‌‌
the‌‌
facts‌‌
they‌‌
are‌‌
giving‌‌
us‌‌
as‌‌
well‌‌
as‌‌
the‌‌
feelings‌‌
they‌‌
are‌‌
expressing‌‌
as‌‌
they‌
speak.‌‌
In‌‌
this‌‌
m anner,‌‌
we‌‌
improve‌‌
our‌‌
understanding‌‌
of‌‌
the‌‌
s ituation.‌‌
O ur‌‌
posture‌‌
and‌‌
demeanor‌‌
demonstrate‌‌
that‌
our‌‌focus‌‌rests‌‌upon‌‌the‌‌s peaker.‌

•‌Active‌‌ Listening:‌ ‌This‌‌ occurs‌‌ when‌‌ our‌‌
level‌‌ of‌‌
c oncentration‌‌ and‌‌
involvement‌‌ is‌‌
at‌‌ 100‌‌ percent.‌‌ Not‌‌ only‌‌
are‌‌
we‌
paying‌ ‌full‌ ‌attention‌ ‌to‌ ‌what‌ ‌is‌ ‌being‌ ‌s aid‌ ‌and‌ ‌demonstrating‌ ‌our‌ ‌interest,‌ ‌but‌ ‌we‌ ‌are‌ ‌also‌ ‌asking‌ ‌questions‌ ‌and‌
committing‌‌ to‌‌
gathering‌‌ the‌‌ necessary‌‌ information‌‌ in‌‌
order‌‌ to‌‌
ensure‌‌
that‌‌
we‌‌
c ompletely‌‌ understand‌‌ what‌‌ the‌‌
other‌
person‌‌ is‌‌
s aying.‌‌ This‌‌
is‌‌ c alled‌‌
Active‌‌ Listening‌‌ because‌‌ it‌‌
implies‌‌
that‌‌
we‌‌
are‌‌
taking‌‌ personal‌‌ Action‌‌ to‌‌
understand‌
the‌‌m essage‌‌and‌‌to‌‌add‌‌to‌‌the‌‌c onversation.‌
Pa ge‌‌29‌‌‌o f‌‌71‌

The‌‌c orrect‌‌attitude‌‌required‌‌for‌‌active‌‌listening‌‌c an‌‌be‌‌s ummarized‌‌with‌‌the‌‌following‌‌acronym:‌

Look‌: ‌‌Direct‌‌
your‌‌
body‌‌
towards‌‌
the‌‌
s peaker‌‌
s o‌‌
you‌‌
c an‌‌
look‌‌
at‌‌
him‌‌
directly.‌‌
Maintain‌‌
eye‌‌
c ontact‌‌
but‌‌
keep‌‌
your‌‌
gaze‌
natural.‌
Inquire‌: ‌‌Ask‌‌
questions‌‌
in‌‌
order‌‌
to‌‌
gather‌‌
all‌‌
the‌‌
information‌‌
necessary‌‌
to‌‌
gain‌‌
a ‌‌good‌‌
understanding‌‌
of‌‌
the‌‌
point‌‌
the‌
other‌‌person‌‌is‌‌trying‌‌to‌‌m ake.‌
Summarize‌: ‌‌Confirm‌‌
that‌‌
what‌‌
you‌‌
heard‌‌
is‌‌
indeed‌‌
what‌‌
was‌‌
just‌‌
s aid‌‌
by‌‌
s ummarizing‌‌
it‌‌
in‌‌
your‌‌
own‌‌
words.‌‌
This‌‌
is‌
important‌‌because‌‌c learing‌‌up‌‌any‌‌c onfusion‌‌in‌‌a‌‌timely‌‌m atter‌‌will‌‌prevent‌‌further‌‌m isunderstanding.‌
Turn‌‌off‌‌distractions‌:‌‌Turn‌‌off‌‌your‌‌m obile‌‌phone‌‌or‌‌TV,‌‌look‌‌away‌‌from‌‌your‌‌c omputer,‌‌and‌‌m ake‌‌an‌‌effort‌‌to‌
eliminate‌‌anything‌‌that‌‌c an‌‌distract‌‌you‌‌from‌‌the‌‌c onversation.‌
Encourage‌: ‌‌Let‌‌
the‌‌
s peaker‌‌
know‌‌
you‌‌
are‌‌
interested‌‌
in‌‌
hearing‌‌
m ore‌‌
by‌‌
giving‌‌
him‌‌
encouraging‌‌
gestures,‌‌
s uch‌‌
as‌
nodding,‌‌and‌‌m aking‌‌verbal‌‌acknowledgments.‌
Neutralize‌ ‌your‌ ‌feelings:‌ ‌W hen‌ ‌you‌ ‌are‌ ‌listening,‌ ‌avoid‌ ‌becoming‌ ‌biased‌ ‌and‌ ‌judgmental.‌ ‌The‌‌
goal‌‌
is‌‌
to‌‌
gather‌
information‌ ‌about‌ ‌the‌ ‌other‌ ‌person’s‌ ‌point‌‌
of‌‌
view‌‌
in‌‌
a ‌‌thorough‌‌
m anner.‌‌
If‌‌
you‌‌
let‌‌
yourself‌‌
become‌‌
wrapped‌‌
up‌‌
in‌
your‌ ‌personal‌ ‌beliefs‌ ‌s o‌‌
m uch‌‌
that‌‌
you‌‌
c annot‌‌
focus‌‌
on‌‌
what‌‌
is‌‌
being‌‌
s aid,‌‌
you‌‌
m ay‌‌
m iss‌‌
out‌‌
on‌‌
key‌‌
information.‌
You‌ ‌c an‌ ‌express‌‌
your‌‌
personal‌‌
opinion‌‌
when‌‌
it‌‌
is‌‌
your‌‌
time‌‌
to‌‌
do‌‌
s o,‌‌
but‌‌
while‌‌
you‌‌
are‌‌
listening,‌‌
m ake‌‌
an‌‌
effort‌‌
to‌
keep‌‌your‌‌feelings‌‌neutral‌‌s o‌‌you‌‌c an‌‌focus‌‌your‌‌full‌‌attention‌‌on‌‌the‌‌s peaker’s‌‌m essage.‌

Body‌‌Language‌
If‌‌
what‌‌
you‌‌
are‌‌
s aying‌‌
is‌‌
c ontradicted‌‌
by‌‌
your‌‌
body‌‌
language,‌‌
people‌‌
tend‌‌
to‌‌
gravitate‌‌
toward‌‌
the‌‌
m essage‌‌
displayed‌
through‌ ‌body‌ ‌language.‌ ‌Inspire‌ ‌c onfidence‌ ‌and‌ ‌drive‌ ‌business‌ ‌m eetings‌ ‌toward‌ ‌a ‌ ‌positive‌ ‌outcome‌ ‌with‌ ‌s trong,‌
open,‌‌and‌‌friendly‌‌body‌‌language.‌

It’s‌‌
important‌‌
to‌‌
understand‌‌
how‌‌
we‌‌
use‌‌
body‌‌
language‌‌
to‌‌
c ommunicate‌‌
and‌‌
to‌‌
be‌‌
aware‌‌
of‌‌
the‌‌
impact‌‌
our‌‌
emotions‌
have‌ ‌on‌ ‌our‌ ‌c ommunications.‌ ‌Understanding‌ ‌how‌ ‌body‌ ‌language‌ ‌affects‌ ‌c ommunication‌ ‌allows‌‌
us‌‌
to‌‌
ensure‌‌
our‌
messages‌‌are‌‌understood‌‌as‌‌we‌‌intended.‌

Pa ge‌‌30‌‌‌o f‌‌71‌

Learning‌ ‌to‌ ‌read‌ ‌body‌ ‌language‌ ‌c an‌ ‌be‌‌
extremely‌‌
helpful,‌‌
too,‌‌
as‌‌
it‌‌
provides‌‌
c lues‌‌
to‌‌
the‌‌
s peaker’s‌‌
s tate‌‌
of‌‌
m ind.‌
Non-verbal‌ ‌s ignals‌ ‌are‌ ‌usually‌ ‌given‌ ‌without‌ ‌c onscious‌ ‌effort,‌ ‌and‌ ‌c an‌ ‌s erve‌ ‌as‌ ‌helpful‌ ‌c lues‌ ‌during‌ ‌interviews,‌
speeches,‌‌discussions,‌‌and‌‌s ometimes‌‌just‌‌general‌‌c onversations.‌

1.‌‌Keep‌‌the‌‌Bigger‌‌Picture‌‌in‌‌Mind‌

Each‌ ‌gesture‌ ‌or‌ ‌posture‌‌
m akes‌‌
its‌‌
own‌‌
s uggestion‌‌
of‌‌
what‌‌
it‌‌
is‌‌
being‌‌
c ommunicated.‌‌
For‌‌
example,‌‌
c lenched‌‌
fists‌
often‌‌c ommunicate‌‌negativity.‌‌A‌‌s mile‌‌is‌‌usually‌‌interpreted‌‌in‌‌a‌‌positive‌‌m anner.‌
However,‌‌s ome‌‌examples‌‌of‌‌body‌‌language‌‌c an‌‌be‌‌interpreted‌‌in‌‌m ore‌‌ways‌‌than‌‌one:‌
• Crossed‌ ‌arms‌‌
m ay‌‌
s uggest‌‌
c losed,‌‌
defensive,‌‌
or‌‌
aggressive‌‌
behavior.‌‌
O n‌‌
the‌‌
c ontrary,‌‌
c rossed‌‌
arms‌‌
m ay‌
merely‌‌be‌‌a‌‌c omfortable‌‌position‌‌–‌‌perhaps‌‌they‌‌indicate‌‌that‌‌the‌‌offending‌‌party‌‌is‌‌uncomfortably‌‌c old.‌
• If‌‌
s omeone‌‌
is‌‌
playing‌‌
with‌‌
the‌‌
rings‌‌
on‌‌
her‌‌
fingers,‌‌
s he‌‌
c ould‌‌
be‌‌
nervous,‌‌
impatient,‌‌
or‌‌
s imply‌‌
oblivious‌‌
of‌‌
her‌
own‌‌body’s‌‌m ovements.‌
• Restlessly‌‌s huffling‌‌feet‌‌c ould‌‌indicate‌‌anything‌‌from‌‌impatience‌‌to‌‌pain‌‌c aused‌‌by‌‌uncomfortable‌‌s hoes.‌

When‌‌
we‌‌
are‌‌
faced‌‌
with‌‌
ambiguous‌‌
body‌‌
language,‌‌
the‌‌
m essage‌‌
we‌‌
receive‌‌
m ay‌‌
not‌‌
be‌‌
what‌‌
was‌‌
intended.‌‌
In‌‌
the‌
presence‌‌
of‌‌
s uch‌‌
postures‌‌
and‌‌
m ovements,‌‌
it’s‌‌
best‌‌
to‌‌
keep‌‌
an‌‌
open‌‌
m ind.‌‌
In‌‌
other‌‌
words,‌‌
treat‌‌
body‌‌
language‌‌
as‌
one‌‌m ore‌‌c lue‌‌in‌‌the‌‌c ommunication‌‌process.‌

The‌ ‌opposite‌ ‌is‌ ‌also‌ ‌true:‌ ‌we‌ ‌need‌ ‌to‌ ‌be‌ ‌aware‌ ‌of‌ ‌what‌ ‌our‌ ‌body‌ ‌language‌ ‌m ight‌ ‌be‌ ‌c ommunicating‌ ‌to‌ ‌others.‌
Clasping‌ ‌our‌ ‌hands‌ ‌m ay‌ ‌be‌‌
c omfortable,‌‌
but‌‌
if‌‌
a ‌‌potential‌‌
business‌‌
partner‌‌
interprets‌‌
that‌‌
as‌‌
nervousness,‌‌
it‌‌
m ay‌
affect‌‌
the‌‌
relationship.‌‌
W e‌‌
m ight‌‌
think‌‌
that‌‌
a ‌‌s mile‌‌
is‌‌
hiding‌‌
our‌‌
disappointment,‌‌
but‌‌
is‌‌
there‌‌
a ‌‌way‌‌
that‌‌
people‌‌
c an‌
tell‌‌what‌‌is‌‌really‌‌going‌‌on‌‌despite‌‌our‌‌best‌‌c over-up‌‌efforts?‌

2.‌‌Body‌‌Language’s‌‌Top‌‌Secret‌

You‌ ‌c annot‌ ‌entirely‌ ‌fake‌ ‌body‌ ‌language.‌ ‌Its‌ ‌impact‌‌
m ay‌‌
be‌‌
m inimized‌‌
with‌‌
awareness‌‌
and‌‌
s elf-control,‌‌
but‌‌
c ertain‌
feelings‌‌tend‌‌to‌‌s how‌‌through.‌

Pa ge‌‌31‌‌‌o f‌‌71‌

At‌ ‌fifty-five,‌ ‌Jack‌ ‌had‌‌
been‌‌
working‌‌
in‌‌
the‌‌
s ame‌‌
position‌‌
at‌‌
his‌‌
c ompany‌‌
for‌‌
the‌‌
ten‌‌
years.‌‌
His‌‌
job‌‌
was‌‌
demanding‌
and‌ ‌he‌ ‌was‌ ‌tired.‌ ‌During‌ ‌the‌ ‌past‌ ‌two‌ ‌years,‌ ‌s everal‌ ‌younger‌ ‌employees‌ ‌were‌ ‌hired.‌ ‌Their‌ ‌work‌ ‌ethic‌ ‌was‌ ‌very‌
different‌‌
from‌‌
his.‌‌
It‌‌
was‌‌
difficult‌‌
for‌‌
him‌‌
to‌‌
m aintain‌‌
his‌‌
c omposure‌‌
when‌‌
their‌‌
work‌‌
failed‌‌
to‌‌
m eet‌‌
his‌‌
expectations.‌
Each‌ ‌time‌ ‌they‌ ‌m ade‌ ‌a ‌ ‌m istake,‌ ‌he‌ ‌became‌ ‌angry.‌ ‌Although‌ ‌he‌ ‌never‌ ‌raised‌ ‌his‌ ‌voice,‌ ‌they‌ ‌c ould‌ ‌perceive‌ ‌his‌
anger‌ ‌because‌ ‌the‌ ‌emotion‌ ‌would‌ ‌s till‌ ‌c ome‌ ‌through‌ ‌in‌ ‌his‌ ‌body‌ ‌language‌ ‌– ‌ ‌in‌ ‌his‌ ‌s tance,‌ ‌the‌ ‌c lenching‌ ‌of‌ ‌his‌
hands,‌‌
and‌‌
the‌‌
look‌‌
in‌‌
his‌‌
eyes.‌‌
He‌‌
decided‌‌
to‌‌
take‌‌
a ‌‌c ommunications‌‌
c lass‌‌
to‌‌
improve‌‌
his‌‌
understanding‌‌
of‌‌
body‌
language‌‌
and‌‌
learn‌‌
techniques‌‌
to‌‌
c ontrol‌‌
it.‌‌
W hat‌‌
he‌‌
discovered‌‌
was‌‌
that‌‌
his‌‌
anger‌‌
would‌‌
be‌‌
evident‌‌
to‌‌
the‌‌
people‌
around‌ ‌him‌ ‌no‌ ‌m atter‌ ‌how‌ ‌hard‌ ‌he‌ ‌tried‌ ‌to‌ ‌m anage‌ ‌his‌ ‌body‌ ‌language.‌ ‌He‌ ‌knew‌ ‌he‌ ‌had‌ ‌to‌ ‌learn‌ ‌about‌ ‌m ore‌
constructive‌‌ways‌‌to‌‌deal‌‌with‌‌his‌‌frustrations‌‌because,‌‌as‌‌m uch‌‌as‌‌he‌‌tried,‌‌his‌‌true‌‌c olors‌‌would‌‌s how‌‌through.‌

In‌ ‌s hort,‌ ‌people‌ ‌c an‌‌
s ee‌‌
what‌‌
you‌‌
are‌‌
not‌‌
s aying.‌‌
Nevertheless,‌‌
there‌‌
are‌‌
ways‌‌
to‌‌
m anage‌‌
your‌‌
body‌‌
language‌‌
s o‌
that‌‌it‌‌c ontributes‌‌to‌‌your‌‌c ommunications‌‌in‌‌a‌‌m ore‌‌positive‌‌m anner.‌

3. First‌‌Impressions‌

Something‌ ‌as‌ ‌s imple‌‌
as‌‌
a ‌‌handshake‌‌
c an‌‌
c reate‌‌
a ‌‌lasting‌‌
impression.‌‌
A ‌‌firm‌‌
handshake‌‌
will‌‌
deliver‌‌
the‌‌
m essage‌
that‌ ‌you‌ ‌are‌ ‌c onfident‌ ‌and‌ ‌s trong.‌ ‌A ‌ ‌weak‌ ‌handshake‌ ‌m ay‌ ‌leave‌ ‌the‌ ‌impression‌ ‌that‌ ‌you‌ ‌lack‌ ‌c onfidence‌ ‌or‌
conviction.‌ ‌To‌ ‌help‌ ‌establish‌ ‌a ‌ ‌good‌ ‌impression,‌ ‌delivering‌ ‌the‌ ‌right‌ ‌body‌ ‌language‌ ‌is‌ ‌essential.‌ ‌Eye‌ ‌c ontact,‌
deliberate‌ ‌arm‌ ‌and‌ ‌hand‌ ‌gestures,‌ ‌s low‌ ‌and‌ ‌c lear‌ ‌m anner‌ ‌of‌ ‌s peech,‌ ‌and‌ ‌a ‌ ‌m oderate‌ ‌to‌ ‌low‌ ‌tone‌ ‌will‌ ‌inspire‌
confidence‌‌and‌‌leave‌‌others‌‌feeling‌‌good‌‌about‌‌m eeting‌‌you‌‌for‌‌the‌‌first‌‌time.‌

4. Setting‌‌the‌‌Tone‌

Body‌‌
language‌‌
often‌‌
s ets‌‌
the‌‌
tone‌‌
of‌‌
a ‌‌c onversation‌‌
or‌‌
discussion‌‌
– ‌‌an‌‌
essential‌‌
aspect‌‌
of‌‌
effective‌‌
c ommunication.‌
Speakers‌ ‌will‌ ‌often‌ ‌m ake‌ ‌a ‌ ‌c onscious‌ ‌effort‌ ‌to‌ ‌use‌ ‌body‌‌
language‌‌
as‌‌
an‌‌
efficient‌‌
way‌‌
to‌‌
c ontrol‌‌
the‌‌
c onversation‌
and‌‌
promote‌‌
positive‌‌
c ommunication.‌‌
Good‌‌
posture‌‌
s uggests‌‌
a ‌‌s ense‌‌
of‌‌
c onfidence,‌‌
while‌‌
excessive‌‌
hand‌‌
and‌‌
arm‌
gestures‌‌
give‌‌
off‌‌
an‌‌
air‌‌
of‌‌
excitement‌‌
or‌‌
urgency.‌‌
Direct‌‌
eye‌‌
c ontact‌‌
lets‌‌
the‌‌
listener‌‌
know‌‌
the‌‌
s peaker‌‌
is‌‌
s peaking‌
directly‌ ‌to‌ ‌him.‌ ‌It‌ ‌also‌ ‌c onveys‌ ‌honesty‌ ‌and‌ ‌interest,‌ ‌but,‌ ‌again,‌ ‌remember‌ ‌that‌ ‌there‌ ‌is‌ ‌a ‌ ‌difference‌ ‌between‌
maintaining‌‌eye‌‌c ontact‌‌and‌‌s taring.‌

Pa ge‌‌32‌‌‌o f‌‌71‌

When‌‌
writing‌‌
up‌‌
a ‌‌s peech,‌‌
m ost‌‌
people‌‌
pay‌‌
c lose‌‌
attention‌‌
to‌‌
word‌‌
c hoice.‌‌
It‌‌
is‌‌
equally‌‌
important‌‌
to‌‌
c onsider‌‌
what‌
your‌‌body‌‌language‌‌will‌‌c ommunicate‌‌–‌‌and‌‌what‌‌gestures‌‌to‌‌avoid.‌

5.‌‌Ten‌‌Ways‌‌to‌‌Use‌‌Body‌‌Language‌‌for‌‌Effective‌‌Communication‌

a. Control‌‌
the‌‌
Emotions‌‌
Behind‌‌
It-‌‌
O ne‌‌
way‌‌
to‌‌
transform‌‌
your‌‌
body‌‌
language‌‌
into‌‌
an‌‌
effective‌‌
tool‌
is‌‌
to‌‌
understand‌‌
and‌‌
m anage‌‌
the‌‌
emotions‌‌
behind‌‌
the‌‌
m essage‌‌
you‌‌
wish‌‌
to‌‌
deliver.‌‌
If‌‌
you‌‌
begin‌‌
to‌‌
feel‌‌
angry,‌
take‌‌
a ‌‌deep‌‌
breath‌‌
and‌‌
a ‌‌m oment‌‌
to‌‌
c ollect‌‌
yourself.‌‌
Remember‌‌
that‌‌
if‌‌
you‌‌
give‌‌
in‌‌
to‌‌
your‌‌
anger,‌‌
you‌‌
are‌‌
likely‌
to‌‌
s ay‌‌
and‌‌
do‌‌
things‌‌
you’ll‌‌
regret‌‌
later.‌‌
If‌‌
happiness‌‌
and‌‌
enthusiasm‌‌
are‌‌
what‌‌
you‌‌
want‌‌
to‌‌
c ommunicate‌‌
through‌
body‌‌language,‌‌find‌‌where‌‌those‌‌emotions‌‌occur‌‌naturally‌‌and‌‌they‌‌will‌‌s how‌‌through.‌
b. Open‌ ‌Stance-A‌ ‌hip-width‌ ‌s tance‌ ‌is‌ ‌the‌ ‌m ost‌ ‌welcoming.‌ ‌Feet‌ ‌too‌ ‌c lose‌ ‌together‌ ‌m ay‌‌
demonstrate‌‌
a ‌‌c losed‌
nature‌ ‌or‌ ‌discomfort‌ ‌in‌ ‌s tanding.‌ ‌W hen‌ ‌the‌ ‌feet‌ ‌are‌ ‌too‌ ‌wide,‌ ‌the‌ ‌s tance‌ ‌m ay‌ ‌s uggest‌ ‌aggressiveness.‌
Hip-width‌‌s tance‌‌c ommunicates‌‌balance‌‌and‌‌grounding.‌
c. Arms‌‌
by‌‌
the‌‌
Side-‌‌
Arm‌‌
usage‌‌
c an‌‌
m ake‌‌
or‌‌
break‌‌
a ‌‌c onversation.‌‌
Too‌‌
m any‌‌
gestures‌‌
m ay‌‌
decrease‌‌
c redibility‌
or‌‌
c ause‌‌
discomfort‌‌
in‌‌
your‌‌
audience.‌‌
Closed‌‌
arms‌‌
c an‌‌
c ommunicate‌‌
a ‌‌c losed,‌‌
aggressive‌‌
nature‌‌
or‌‌
s uggest‌
you‌ ‌are‌ ‌not‌ ‌open‌ ‌to‌ ‌the‌ ‌opinions‌‌
of‌‌
others.‌‌
Placing‌‌
the‌‌
arms‌‌
by‌‌
the‌‌
s ide‌‌
of‌‌
the‌‌
body‌‌
demonstrates‌‌
a ‌‌relaxed,‌
open‌‌nature.‌‌You‌‌m ay‌‌need‌‌to‌‌practice‌‌this‌‌until‌‌it‌‌feels‌‌natural.‌
d. Open‌ ‌Hands-‌ ‌Emotions‌ ‌are‌ ‌often‌ ‌expressed‌ ‌with‌ ‌hands.‌ ‌Highly‌ ‌active,‌ ‌fidgeting‌ ‌hands‌ ‌m ay‌ ‌s uggest‌
nervousness.‌ ‌Clenched‌ ‌hands‌ ‌or‌ ‌tense‌ ‌fists‌ ‌portray‌ ‌anger.‌ ‌A ‌ ‌pair‌ ‌of‌ ‌c lasped‌ ‌hands‌ ‌c ould‌ ‌reveal‌ ‌one’s‌
insecurity.‌‌O pen‌‌hands‌‌c ommunicate‌‌openness,‌‌c onfidence,‌‌and‌‌relaxation.‌
e. Good‌ ‌Posture-‌ ‌Standing‌ ‌s traight‌ ‌c ommunicates‌ ‌c onfidence‌ ‌m ore‌ ‌than‌ ‌anything‌ ‌else.‌ ‌Good‌ ‌posture‌ ‌requires‌
thrown-back‌ ‌s houlders‌ ‌and‌ ‌an‌ ‌open‌ ‌c hest.‌ ‌Arms‌ ‌s hould‌‌
naturally‌‌
fall‌‌
at‌‌
one’s‌‌
s ides.‌‌
O ur‌‌
view‌‌
of‌‌
the‌‌
world‌‌
is‌
much‌‌different‌‌with‌‌a‌‌s traightened‌‌s pine‌‌and‌‌a‌‌head‌‌held‌‌high.‌
f. Shoulders‌ ‌Back-Shoulder‌ ‌position‌ ‌c ommunicates‌ ‌quite‌ ‌a ‌ ‌bit‌ ‌of‌ ‌information.‌ ‌Slumped‌ ‌s houlders‌ ‌m ay‌ ‌hint‌ ‌at‌
insecurity‌‌or‌‌exhaustion.‌‌Shoulders‌‌that‌‌are‌‌s traight‌‌and‌‌held‌‌back‌‌c ommunicate‌‌c onfidence‌‌and‌‌openness.‌
g. Lean‌ ‌Forward-‌ ‌Leaning‌ ‌toward‌ ‌your‌ ‌audience‌ ‌and‌ ‌into‌ ‌a ‌ ‌c onversation‌ ‌(but‌ ‌not‌ ‌too‌ ‌c lose!)‌ ‌will‌ ‌c ommunicate‌
trust,‌ ‌openness,‌ ‌and‌ ‌a ‌ ‌desire‌ ‌to‌ ‌c onnect‌ ‌with‌‌
others.‌‌
They‌‌
will‌‌
feel‌‌
that‌‌
they‌‌
are‌‌ being‌‌ heard‌‌ and‌‌ understood‌
and‌‌therefore‌‌valued.‌‌This‌‌posture‌‌will‌‌c reate‌‌rapport,‌‌laying‌‌the‌‌groundwork‌‌for‌‌a‌‌relationship‌‌based‌‌on‌‌trust.‌
Pa ge‌‌33‌‌‌o f‌‌71‌

h. Relaxed‌ ‌Face-‌ ‌The‌ ‌face‌ ‌reveals‌ ‌m uch‌ ‌about‌ ‌a ‌ ‌person’s‌ ‌emotions.‌ ‌The‌ ‌m outh,‌ ‌c heeks,‌ ‌nose,‌ ‌eyes,‌ ‌and‌
forehead‌ ‌all‌ ‌s end‌ ‌m essages‌ ‌to‌ ‌the‌ ‌person‌ ‌s tanding‌ ‌in‌ ‌front‌ ‌of‌ ‌us.‌ ‌Keeping‌ ‌the‌ ‌entire‌ ‌face‌ ‌as‌ ‌relaxed‌ ‌as‌
possible‌ ‌allows‌ ‌people‌ ‌to‌ ‌perceive‌ ‌us‌ ‌as‌ ‌open‌ ‌and‌ ‌welcoming.‌ ‌W hen‌ ‌the‌ ‌forehead‌ ‌is‌ ‌wrinkled,‌ ‌eyes‌ ‌are‌
narrowed,‌ ‌teeth‌ ‌are‌ ‌c lenched,‌ ‌or‌ ‌nostrils‌ ‌are‌‌
flared,‌‌
an‌‌
audience‌‌
will‌‌
be‌‌
m ore‌‌
likely‌‌
to‌‌
perceive‌‌
aggression‌‌
or‌
negativity.‌
i. Smile-‌ ‌There‌ ‌is‌ ‌no‌ ‌better‌ ‌way‌ ‌to‌ ‌c onvey‌ ‌a ‌ ‌positive‌‌
attitude‌‌
than‌‌
with‌‌
a ‌‌s mile.‌‌
However,‌‌
for‌‌
m any,‌‌
a ‌‌perpetual‌
smile‌ ‌doesn’t‌ ‌c ome‌‌
naturally.‌‌
In‌‌
this‌‌
c ase,‌‌
awareness‌‌
and‌‌
practice‌‌
m ust‌‌
be‌‌
implemented‌‌
regularly‌‌
in‌‌
order‌‌
to‌
remind‌ ‌yourself‌ ‌to‌ ‌relax‌ ‌your‌ ‌face‌ ‌and‌ ‌give‌ ‌a ‌ ‌friendly‌ ‌s mile.‌ ‌Smiles‌ ‌provide‌ ‌the‌ ‌m ost‌ ‌impact‌ ‌when‌ ‌they‌ ‌are‌
authentic‌‌and‌‌use‌‌the‌‌entire‌‌face,‌‌c rinkling‌‌the‌‌eyes‌‌and‌‌raising‌‌the‌‌c heeks.‌
j. Soft‌‌
Eyes-‌‌
As‌‌
the‌‌
famous‌‌
s aying‌‌
goes,‌‌
the‌‌
eyes‌‌
are‌‌
the‌‌
m irror‌‌
to‌‌
the‌‌
s oul.‌‌
Conveying‌‌
s oft‌‌
eyes‌‌
c an‌‌
be‌‌
tricky,‌
but‌‌
try‌‌
to‌‌
be‌‌
aware‌‌
of‌‌
how‌‌
m uch‌‌
emotion‌‌
and‌‌
information‌‌
your‌‌
eyes‌‌
express.‌‌
Both‌‌
the‌‌
positioning‌‌
of‌‌
the‌‌
facial‌
muscles‌‌
around‌‌
the‌‌
eyes‌‌
(squinting,‌‌
narrowing,‌‌
widening),‌‌
as‌‌
well‌‌
as‌‌
the‌‌
overall‌‌
quality‌‌
of‌‌
the‌‌
look‌‌
given‌‌
by‌‌
the‌
eyes‌ ‌themselves‌ ‌(shining,‌ ‌dull,‌‌
unfocused),‌‌
provide‌‌
s trong‌‌
m essages.‌‌
Underlying‌‌
emotions‌‌
are‌‌
m ost‌‌
s trongly‌
conveyed‌‌through‌‌the‌‌eyes.‌

Electronic‌ ‌c ommunications‌ ‌– ‌ ‌via‌ ‌email,‌ ‌texting,‌ ‌and‌ ‌s ocial‌ ‌m edia‌ ‌– ‌ ‌are‌ ‌the‌ ‌gold‌ ‌s tandard‌ ‌in‌ ‌business,‌ ‌but‌ ‌it’s‌
important‌‌
to‌‌
understand‌‌
when‌‌
each‌‌
m ode‌‌
is‌‌
appropriate.‌‌
Being‌‌
able‌‌
to‌‌
m aster‌‌
your‌‌
s kills‌‌
will‌‌
m ake‌
you‌‌
feel‌‌
great.‌‌
Imagine‌‌
the‌‌
pleasure‌‌
of‌‌
s uccess‌‌
when‌‌
you‌‌
are‌‌
able‌‌
to‌‌
give‌‌
a ‌‌presentation‌‌
c onfidently,‌‌
negotiate‌‌
deals‌
to‌ ‌your‌ ‌s atisfaction,‌ ‌m arvel‌ ‌at‌ ‌how‌ ‌s eamlessly‌ ‌and‌ ‌effectively‌ ‌your‌ ‌teams‌ ‌work‌ ‌together,‌ ‌and‌ ‌watch‌ ‌as‌ ‌your‌
business‌‌c onsistently‌‌achieves‌‌its‌‌well-planned‌‌and‌‌c ommunicated‌‌goals.‌

Other‌‌Communication‌‌Skills‌
Communication‌‌
s kills‌‌
encompass‌‌
far‌‌
m ore‌‌
than‌‌
s imple‌‌
verbal‌‌
and‌‌
non-verbal‌‌
even‌‌
in‌‌
a ‌‌wide‌‌
range‌
of‌‌c ircumstances.‌

Presentation‌‌Skills‌
Many‌‌ of‌‌
us‌‌
only‌‌
use‌‌
presentation‌‌
s kills‌‌
infrequently.‌‌
However,‌‌ there‌‌
will‌‌
probably‌‌ be‌‌
times‌‌
in‌‌
your‌‌
life‌‌
when‌‌
you‌‌
need‌
to‌‌present‌‌information‌‌to‌‌a‌‌group‌‌of‌‌people,‌‌either‌‌in‌‌a‌‌formal‌‌or‌‌informal‌‌s etting.‌
Pa ge‌‌34‌‌‌o f‌‌71‌

Presentations‌‌
are‌‌
far‌‌
m ore‌‌
than‌‌
s imply‌‌
s tanding‌‌
up‌‌
in‌‌
front‌‌
of‌‌
a ‌‌s creen‌‌
and‌‌
talking‌‌
your‌‌
way‌‌
through‌‌
a ‌
set‌‌
of‌‌
s lides.‌‌
They‌‌
also‌‌
include‌‌
the‌‌
ability‌‌
to‌‌
get‌‌
your‌‌
point‌‌
across‌‌
in‌‌
m eetings,‌‌
both‌‌
s mall‌‌
and‌‌
large,‌‌
and‌
even‌‌pitching‌‌your‌‌business‌‌idea‌‌to‌‌a‌‌potential‌‌investor.‌

Writing‌‌Skills‌
Communication‌ ‌s kills‌ ‌are‌ ‌not‌ ‌limited‌ ‌to‌ ‌direct‌ ‌interaction‌ ‌with‌ ‌other‌‌
people‌‌
and‌‌
the‌‌
s poken‌‌
word.‌‌
The‌
ability‌‌
to‌‌
write‌‌
c learly‌‌
and‌‌
effectively‌‌
is‌‌
also‌‌
key‌‌
to‌‌
This‌‌
s et‌‌
of‌‌
s kills‌‌
s hould‌‌
not‌‌
be‌‌
limited‌
to‌‌
journalists‌‌
or‌‌
professional‌‌
authors.‌‌
Poor‌‌
written‌‌
c an‌‌
be‌‌
frustrating‌‌
for‌‌
the‌‌
reader‌‌
and‌
potentially‌ ‌damaging‌ ‌for‌ ‌the‌ ‌author‌ ‌– ‌ ‌would‌ ‌you‌ ‌buy‌ ‌a ‌ ‌product‌ ‌from‌ ‌a ‌‌website‌‌
peppered‌‌
with‌‌
s pelling‌
mistakes,‌‌or‌‌full‌‌of‌‌incomplete‌‌or‌‌unclear‌‌s entences?‌

Personal‌‌Skills‌
Personal‌ ‌Skills‌ ‌are‌ ‌the‌ ‌s kills‌ ‌that‌ ‌we‌ ‌use‌ ‌to‌ ‌m aintain‌ ‌a ‌ ‌healthy‌ ‌body‌ ‌and‌ ‌m ind.‌ ‌But‌ ‌they‌ ‌c an‌ ‌also‌
enhance‌‌
For‌‌
example,‌‌
Improving‌‌
Your‌‌
Self-Esteem‌‌
and‌‌
Building‌‌
Your‌‌
Confidence‌‌
c an‌
help‌ ‌you‌ ‌to‌ ‌feel‌ ‌m ore‌ ‌positive‌‌
about‌‌
yourself‌‌
and‌‌
your‌‌
abilities‌‌
- ‌‌including‌‌
your‌‌
ability‌‌
to‌‌
c ommunicate.‌
And‌ ‌feeling‌ ‌positive‌ ‌is‌ ‌the‌ ‌first‌ ‌s tep‌ ‌to‌ ‌acting‌ ‌m ore‌ ‌positively,‌ ‌and‌ ‌therefore‌ ‌effectively.‌ ‌By‌ ‌having‌ ‌a ‌
deeper‌‌
understanding‌‌
of‌‌
yourself‌‌
and‌‌
a ‌‌m ore‌‌
relaxed‌‌
and‌‌
positive‌‌
outlook‌‌
on‌‌
life‌‌
you‌‌
are‌‌
m ore‌‌
likely‌‌
to‌
be‌ ‌c harismatic,‌ ‌a ‌ ‌trait‌ ‌that‌ ‌c an‌ ‌further‌ ‌aid‌‌
the‌‌
process.‌‌
O ur‌‌
page‌‌
W hat‌‌
is‌‌
Charisma?‌
explains‌‌this‌‌in‌‌m ore‌‌detail.‌


We‌‌m ay‌‌already‌‌have‌‌a‌‌good‌‌idea‌‌of‌‌areas‌‌that‌‌we‌‌need‌‌to‌‌develop.‌‌However,‌‌it‌‌is‌‌worth‌‌s eeking‌

feedback‌‌from‌‌other‌‌people,‌‌because‌‌it‌‌is‌‌easy‌‌to‌‌develop‌‌‘blind‌‌s pots’‌‌about‌‌ourselves.‌
You‌‌m ight‌‌also‌‌find‌‌it‌‌useful‌‌to‌‌do‌‌our‌‌Interpersonal‌‌Communication‌‌Skills‌‌Self-Assessment.‌‌Answer‌
each‌‌s tatement‌‌honestly,‌‌thinking‌‌about‌‌your‌‌likely‌‌behavior.‌
Pa ge‌‌35‌‌‌o f‌‌71‌

Always‌‌or‌ Never‌‌or‌
Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌
I‌‌am‌‌often‌‌thinking‌‌of‌‌s omething‌‌witty‌‌to‌‌ Always‌‌or‌‌ Never‌‌or‌‌s ay‌‌in‌‌response‌

while‌‌listening.‌ Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌
Always‌ or‌ Never‌‌or‌

I‌‌try‌‌to‌‌have‌‌the‌‌last‌‌word‌‌on‌‌a‌‌s ubject.‌
When‌‌c ommunicating‌‌with‌‌others,‌‌I‌‌pay‌
attention‌ ‌to‌ ‌non-verbal‌ ‌s ignals‌ ‌- ‌ ‌body‌ Always‌ ‌or‌ Never‌ ‌or‌ ‌language,‌ ‌facial‌
expressions‌‌and‌‌Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌ ‌gestures.‌
I‌‌nod‌‌m y‌‌head‌‌and‌‌use‌‌other‌‌gestures‌
and‌‌facial‌‌expressions‌‌to‌‌s how‌‌that‌‌I’m‌
Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌ ‌interested‌‌in‌‌what‌
is‌‌being‌‌s aid.‌
I‌‌finish‌‌people’s‌‌s entences‌‌for‌‌them,‌
Always‌ ‌or‌ ‌Never‌ ‌or‌ ‌when‌ ‌they‌ ‌pause‌ ‌and‌ ‌I ‌ know‌ what‌ they‌
are‌‌going‌‌to‌‌s ay.‌
I‌‌m ake‌‌eye‌‌c ontact‌‌with‌‌others‌‌while‌ Always‌‌or‌‌ Never‌‌or‌‌listening.‌ Nearly‌

Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌
I‌‌will‌‌interrupt‌‌the‌‌s peaker‌‌if‌‌I‌‌disagree‌‌ Always‌‌or‌‌ Never‌‌or‌‌with‌‌a‌‌s tatement‌

they‌‌have‌‌m ade.‌ Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌
I‌‌s it‌‌and‌‌listen‌‌with‌‌m y‌‌legs‌‌and‌‌arms‌ Always‌‌or‌‌ Never‌‌or‌‌folded‌‌in‌‌front‌‌of‌

me.‌ Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌
Pa ge‌‌36‌‌‌o f‌‌71‌

Always‌‌or‌ Never‌‌or‌
I‌‌get‌‌bored‌‌with‌‌c onversations‌‌easily‌‌-‌
Always‌‌ or‌‌
Never‌‌
or‌‌
m ost‌‌
people‌‌
have‌‌
nothing‌ interesting‌‌to‌
Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌ ‌s ay.‌
I‌‌decide‌‌whether‌‌or‌‌not‌‌to‌‌listen‌‌based‌‌on‌
the‌‌s peaker’s‌‌appearance‌‌and‌‌how‌‌they‌
Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌ ‌talk.‌
When‌‌I‌‌have‌‌s omething‌‌to‌‌c ontribute‌‌to‌‌a‌

Always‌ ‌or‌ ‌Never‌ ‌or‌ ‌c onversation,‌ ‌I'll‌ ‌interrupt‌ the‌ speaker‌‌to‌
make‌‌m y‌‌point.‌
I‌‌offer‌‌verbal‌‌s ignals‌‌while‌‌listening,‌
things‌‌like,‌‌‘Go‌‌on…‌‌’‌‌or‌‌‘Uh‌‌huh’‌‌to‌
Nearly‌‌Always‌ ‌O ften‌ ‌Sometimes‌ ‌Rarely‌ ‌Hardly‌‌Ever‌ ‌encourage‌‌the‌
speaker‌‌to‌‌c ontinue.‌

Pa ge‌‌37‌‌‌o f‌‌71‌

Lesson‌‌5 :‌‌Public‌‌Speaking‌

Introduction:‌

The‌ ‌fear‌ ‌of‌ ‌public‌ ‌s peaking,‌‌

perhaps‌‌
one‌‌
of‌‌
the‌‌
m ost‌‌
c ommon‌‌
fears,‌‌
is‌‌
nothing‌‌
to‌‌
be‌‌
ashamed‌‌
of.‌‌
It’s‌
important‌‌to‌‌overcome‌‌this‌‌fear,‌‌however,‌‌s ince‌‌public‌‌s peaking‌‌is‌‌necessary‌‌in‌‌m any‌‌areas‌‌of‌‌our‌‌life.‌
Whether‌ ‌you’re‌ ‌acting‌ ‌as‌ ‌a ‌‌s alesperson,‌‌
pitching‌‌
to‌‌
investors,‌‌
or‌‌
giving‌‌
a ‌‌pep‌‌
talk‌‌
to‌‌
your‌‌
employees,‌
public‌‌
s peaking‌‌
m ay‌‌
be‌‌
m andatory‌‌
for‌‌
your‌‌
business‌‌
goals.‌‌
Fortunately,‌‌
if‌‌
you‌‌
experience‌‌
anxiety‌‌
about‌
public‌‌s peaking,‌‌you’re‌‌not‌‌alone‌‌and‌‌there‌‌are‌‌m any‌‌ways‌‌you‌‌c an‌‌overcome‌‌your‌‌anxiety.‌



• Use‌‌different‌‌tips/techniques;‌‌and‌
• Apply‌‌techniques‌‌to‌‌be‌‌an‌‌effective‌‌pubic‌‌s peaker‌


When‌ ‌it‌ ‌c omes‌ ‌to‌‌

public‌‌
s peaking,‌‌
preparation‌‌
is‌‌
the‌‌
m ain‌‌
key‌‌
to‌‌
s uccess.‌‌
Know‌‌
your‌‌
s ubject‌‌
m atter‌
so‌ ‌well‌ ‌that‌ ‌s peaking‌‌
about‌‌
it‌‌
c omes‌‌
naturally.‌‌
Public‌‌
s peaking‌‌
anxieties‌‌
are‌‌
exceedingly‌‌
c ommon.‌‌
To‌
beat‌‌
them,‌‌
avoid‌‌
focusing‌‌
on‌‌
the‌‌
negatives‌‌
and‌‌
practice‌‌
positive‌‌
s elf‌‌
talk‌‌
and‌‌
visualization.‌‌
Keep‌‌
in‌‌
m ind‌
that‌‌your‌‌audience‌‌isn’t‌‌likely‌‌to‌‌pick‌‌up‌‌on‌‌your‌‌butterflies.‌

Be‌‌Prepared‌

Do‌‌
you‌‌
know‌‌
what‌‌
m ost‌‌
highly‌‌
s uccessful‌‌
s peakers‌‌
have‌‌
in‌‌
c ommon?‌‌
They‌‌
practice‌‌
and‌‌
prepare‌‌
their‌
presentations‌ ‌as‌ ‌if‌ ‌every‌ ‌time‌ ‌were‌ ‌the‌ ‌first.‌ ‌You‌ ‌have‌ ‌to‌ ‌admit,‌ ‌it‌ ‌is‌ ‌a ‌ ‌terrible‌ ‌feeling‌ ‌to‌ ‌s tand‌
unprepared‌ ‌before‌ ‌an‌ ‌audience‌ ‌that‌ ‌expects‌ ‌an‌ ‌excellent‌ ‌s peech.‌ ‌Being‌ ‌prepared‌ ‌is‌ ‌really‌ ‌about‌
knowing‌‌
the‌‌
s ubject‌‌
of‌‌
your‌‌
presentation‌‌
s o‌‌
well‌‌
that‌‌
s peaking‌‌
about‌‌
it‌‌
c omes‌‌
naturally;‌‌
there‌‌
is‌‌
no‌‌
need‌
for‌‌m emorization‌‌because‌‌you‌‌know‌‌what‌‌you‌‌are‌‌talking‌‌about.‌

Pa ge‌‌38‌‌‌o f‌‌71‌

In‌‌
fact,‌‌
m emorizing‌‌
your‌‌
presentation‌‌
word-for-word‌‌
c ould‌‌
actually‌‌
hurt‌‌
you.‌‌
If‌‌
you‌‌
are‌‌
distracted‌‌
or‌‌
interrupted,‌‌
you‌
may‌ ‌lose‌ ‌your‌ ‌train‌ ‌of‌ ‌thought,‌ ‌disrupting‌ ‌your‌ ‌s peech.‌ ‌This‌ ‌m ay‌ ‌c ause‌ ‌you‌ ‌to‌ ‌panic‌ ‌and‌ ‌to‌ ‌have‌‌
an‌‌
even‌‌
m ore‌
difficult‌‌
time‌‌
trying‌‌
to‌‌
remember‌‌
what‌‌
you‌‌
were‌‌
going‌‌
to‌‌
s ay‌‌
next.‌‌
Your‌‌
audience‌‌
m ay‌‌
c ome‌‌
to‌‌
the‌‌
c onclusion‌‌
that‌
you‌‌lack‌‌authority‌‌on‌‌the‌‌s ubject‌‌m atter‌‌and‌‌you‌‌will‌‌lose‌‌c redibility.‌

To‌‌
avoid‌‌
this‌‌
s ituation,‌‌
really‌‌
aim‌‌
to‌‌
understand‌‌
the‌‌
points‌‌
you‌‌
want‌‌
to‌‌
explain.‌‌
That‌‌
way‌‌
the‌‌
c ues‌‌
you‌‌
s ee‌‌
on‌‌
your‌
presentation‌ ‌s lides‌ ‌or‌ ‌note‌ ‌c ards‌ ‌will‌ ‌only‌ ‌s erve‌ ‌to‌ ‌guide‌ ‌your‌ ‌presentation‌ ‌by‌ ‌reminding‌ ‌you‌ ‌to‌ ‌follow‌ ‌your‌
predetermined‌ ‌s tructure.‌ ‌It’s‌ ‌also‌ ‌worth‌ ‌m entioning‌ ‌that‌ ‌if‌‌
you‌‌
plan‌‌
on‌‌
using‌‌
any‌‌
props‌‌
(projectors,‌‌
laser‌‌
pointers,‌
survey‌‌tools,‌‌etc),‌‌it‌‌is‌‌useful‌‌to‌‌test‌‌them‌‌out‌‌before‌‌your‌‌presentation‌‌s o‌‌you‌‌don’t‌‌run‌‌into‌‌any‌‌nasty‌‌s urprises.‌

Stay‌‌Positive‌

Individuals‌‌
with‌‌
public‌‌
s peaking‌‌
anxieties‌‌
will‌‌
often‌‌
allow‌‌
their‌‌
insecurities‌‌
to‌‌
take‌‌
over.‌‌
Rather‌‌
than‌‌
m aking‌‌
a ‌‌habit‌‌
of‌
putting‌‌yourself‌‌down,‌‌practice‌‌positive‌‌s elf-talk.‌‌You‌‌m ay‌‌find‌‌that‌‌this‌‌practice‌‌greatly‌‌reduces‌‌your‌‌anxiety.‌

Positive‌‌
visualization‌‌
is‌‌
another‌‌
tool‌‌
that‌‌
m ay‌‌
help‌‌
you‌‌
get‌‌
over‌‌
your‌‌
public‌‌
s peaking‌‌
anxieties.‌‌
Sitting‌‌
down‌‌
in‌‌
a ‌‌quiet‌
place,‌ ‌c losing‌ ‌your‌ ‌eyes‌ ‌and‌ ‌visualizing‌ ‌yourself‌ ‌giving‌ ‌a ‌ ‌fantastic‌‌
s peech‌‌
or‌‌
presentation‌‌
where‌‌
everything‌‌
goes‌
perfectly‌‌
m ay‌‌
prove‌‌
very‌‌
beneficial.‌‌
Try‌‌
to‌‌
be‌‌
very‌‌
detailed‌‌
in‌‌
your‌‌
imagination‌‌
in‌‌
order‌‌
to‌‌
really‌‌
feel‌‌
the‌‌
s uccess‌‌
of‌
your‌ ‌presentation.‌ ‌Do‌ ‌this‌ ‌every‌ ‌day‌ ‌for‌ ‌a ‌ ‌few‌ ‌m inutes‌ ‌when‌ ‌you‌ ‌wake‌ ‌up‌ ‌and‌ ‌before‌ ‌going‌ ‌to‌ ‌bed‌ ‌in‌ ‌the‌ ‌days‌
leading‌‌up‌‌to‌‌your‌‌s cheduled‌‌s peech.‌

Tell‌‌a‌‌Story‌

Everyone‌‌loves‌‌a‌‌good‌‌s tory.‌‌People‌‌have‌‌been‌‌telling‌‌s tories‌‌long‌‌before‌‌one‌‌was‌‌ever‌‌written‌‌down.‌
A‌‌s tory‌‌c aptivates‌‌like‌‌few‌‌other‌‌c ommunication‌‌tools.‌

You‌‌
c an‌‌
tell‌‌
s tories‌‌
in‌‌
your‌‌
business‌‌ dealings,‌‌
too.‌‌ Doing‌‌ s o‌‌
c an‌‌
be‌‌ helpful‌‌
when‌‌ you‌‌ have‌‌
a ‌‌difficult‌‌
c oncept‌‌
that‌‌
you‌
want‌‌people‌‌to‌‌fully‌‌understand‌‌or‌‌you‌‌want‌‌to‌‌s ell‌‌an‌‌idea.‌‌After‌‌all,‌‌public‌‌s peaking‌
Pa ge‌‌39‌‌‌o f‌‌71‌

is‌‌largely‌‌about‌‌s elling‌‌ideas,‌‌and‌‌the‌‌best‌‌way‌‌to‌‌c onnect‌‌with‌‌people‌‌is‌‌through‌‌their‌‌emotions.‌
Storytelling‌‌c an‌‌c reate‌‌that‌‌c onnection.‌

How‌‌do‌‌you‌‌tell‌‌a‌‌business‌‌s tory?‌
• You‌‌
c an‌‌
tell‌‌
people‌‌
a ‌‌s tory‌‌
about‌‌
who‌‌
you‌‌
are,‌‌
why‌‌
you‌‌
are‌‌
here,‌‌
and‌‌
why‌‌
the‌‌
idea‌‌
you‌‌
are‌‌
s elling‌‌
is‌‌
good‌‌
for‌
them.‌
• Share‌ ‌s omething‌ ‌personal‌ ‌to‌ ‌c reate‌ ‌trust.‌ ‌Telling‌ ‌others‌ ‌about‌ ‌a ‌ ‌personal‌ ‌flaw‌ ‌or‌ ‌s omething‌ ‌they‌‌
m ay‌‌
not‌
know‌‌about‌‌you‌‌m akes‌‌you,‌‌the‌‌business‌‌leader,‌‌m ore‌‌approachable‌‌and‌‌relatable.‌
• Inspire‌‌
people‌‌
with‌‌
a ‌‌vision‌‌
of‌‌
what‌‌
c ould‌‌
happen‌‌
if‌‌
you‌‌
all‌‌
worked‌‌
together,‌‌
painting‌‌
a ‌‌picture‌‌
with‌‌
your‌‌
words.‌
Draw‌ ‌all‌ ‌of‌ ‌their‌ ‌s enses‌ ‌into‌ ‌the‌ ‌s tory‌ ‌s o‌ ‌it‌ ‌becomes‌ ‌m ore‌ ‌vivid.‌ ‌Remember,‌ ‌though,‌ ‌that‌ ‌there‌ ‌is‌ ‌a ‌ ‌difference‌
between‌‌a‌‌s tory‌‌and‌‌a‌‌lie.‌‌Be‌‌authentic.‌

Don’t‌‌be‌‌Self-Conscious‌

If‌‌
you’re‌‌
like‌‌
m ost‌‌
people‌‌
who‌‌
s uffer‌‌
from‌‌
public‌‌
s peaking‌‌
anxiety,‌‌
you‌‌
probably‌‌
worry‌‌
that‌‌
your‌‌
discomfort‌‌
is‌‌
visible‌
to‌‌
others.‌‌
W hile‌‌
this‌‌
is‌‌
a ‌‌c ommon‌‌
c oncern,‌‌
it’s‌‌
important‌‌
to‌‌
keep‌‌
in‌‌
m ind‌‌
that‌‌
in‌‌
m ost‌‌
c ases‌‌
your‌‌
fear‌‌
is‌‌
not‌‌
visible‌
to‌ ‌people‌ ‌in‌ ‌the‌ ‌audience.‌ ‌Even‌ ‌if‌ ‌you‌ ‌have‌ ‌the‌ ‌typical‌ ‌hand-shaking,‌ ‌knee-trembling,‌ ‌butterflies-in-your-stomach‌
feeling,‌‌
c hances‌‌
are‌‌
your‌‌
audience‌‌
c an’t‌‌
tell‌‌
at‌‌
all.‌‌
Constantly‌‌
focusing‌‌
on‌‌
whether‌‌
or‌‌
not‌‌
your‌‌
audience‌‌
is‌‌
noticing‌
your‌ ‌anxiety‌ ‌will‌ ‌only‌ ‌m ake‌ ‌you‌ ‌m ore‌ ‌nervous.‌ ‌If‌ ‌you‌ ‌do‌ ‌s lip‌ ‌up‌ ‌in‌ ‌an‌ ‌obvious‌ ‌m anner,‌ ‌just‌ ‌s mile,‌ ‌m ake‌ ‌a ‌ ‌quick‌
humorous‌ ‌c omment,‌ ‌and‌ ‌m ove‌ ‌on.‌ ‌W hen‌ ‌you‌ ‌deliver‌ ‌the‌ ‌rest‌ ‌of‌‌
the‌‌
presentation‌‌
flawlessly,‌‌
your‌‌
audience‌‌
won’t‌
even‌‌remember‌‌what‌‌went‌‌wrong,‌‌and‌‌if‌‌they‌‌do,‌‌they’ll‌‌also‌‌remember‌‌how‌‌gracefully‌‌you‌‌handled‌‌yourself.‌

Seek‌‌Professional‌‌Help‌

In‌‌
reality,‌‌
public‌‌
s peaking‌‌
anxieties‌‌
are‌‌
very‌‌
c ommon.‌‌
As‌‌
a ‌‌result,‌‌
there‌‌
are‌‌
a ‌‌variety‌‌
of‌‌
public‌‌
s peaking‌‌
c ourses‌‌
and‌
classes‌‌
that‌‌
c an‌‌
help‌‌
you‌‌
with‌‌
your‌‌
public‌‌
s peaking‌‌
anxiety.‌‌
In‌‌
addition‌‌
to‌‌
being‌‌
able‌‌
to‌‌
offer‌‌
you‌‌
m ore‌‌
tips‌‌
on‌‌
how‌‌
to‌
reduce‌‌
your‌‌
public‌‌
s peaking‌‌
anxiety,‌‌
a ‌‌good‌‌
public‌‌
s peaking‌‌
c ourse‌‌
will‌‌
offer‌‌
feedback‌‌
and‌‌
a ‌‌s afe‌‌
place‌‌
to‌‌
practice‌
your‌‌public‌‌s peaking‌‌s kills.‌

As‌ ‌the‌ ‌s aying‌‌
goes,‌‌
practice‌‌
m akes‌‌
perfect.‌‌
Not‌‌
only‌‌
that,‌‌
but‌‌
when‌‌
you‌‌
take‌‌
a ‌‌public‌‌
s peaking‌‌
c ourse,‌‌
you’ll‌‌
have‌
the‌‌opportunity‌‌to‌‌m eet‌‌other‌‌individuals‌‌with‌‌s imilar‌‌public‌‌s peaking‌‌anxieties.‌‌Such‌‌a‌
Pa ge‌‌40‌‌‌o f‌‌71‌

setting‌‌
c an‌‌
provide‌‌
not‌‌
only‌‌
an‌‌
outlet‌‌
for‌‌
your‌‌
fears,‌‌
but‌‌
also‌‌
a ‌‌fantastic‌‌
form‌‌
of‌‌
emotional‌‌
s upport.‌‌
Even‌
if‌ ‌your‌ ‌public‌ ‌s peaking‌ ‌fears‌ ‌feel‌ ‌impossible‌ ‌to‌ ‌overcome,‌‌
it’s‌‌
important‌‌
to‌‌
remember‌‌
that,‌‌
as‌‌
with‌‌
s o‌
many‌‌
other‌‌
activities,‌‌
effective‌‌
public‌‌
s peaking‌‌
is‌‌
a ‌‌s kill‌‌
that‌‌
c an‌‌
be‌‌
developed‌‌
with‌‌
the‌‌
proper‌‌
training,‌
techniques,‌‌practice‌‌and‌‌attitude.‌

Storytelling‌ ‌is‌ ‌a ‌ ‌powerful‌ ‌c ommunication‌ ‌tool;‌‌
it‌‌
helps‌‌
you‌‌
c onnect‌‌
to‌‌
others‌‌
through‌‌
s hared‌‌
emotions‌
and‌ ‌experiences.‌ ‌This‌ ‌c onnection‌ ‌helps‌ ‌an‌ ‌audience‌ ‌to‌ ‌put‌ ‌trust‌ ‌in‌ ‌you.‌ ‌There’s‌ ‌no‌ ‌s hame‌ ‌in‌
experiencing‌ ‌public‌ ‌s peaking‌ ‌anxiety,‌ ‌and‌ ‌there’s‌ ‌even‌ ‌less‌ ‌s hame‌ ‌in‌ ‌s eeking‌ ‌professional‌ ‌help‌ ‌to‌
remedy‌ ‌the‌ ‌issue.‌ ‌A ‌ ‌c ourse‌ ‌or‌ ‌c lass‌ ‌in‌ ‌the‌ ‌field‌ ‌c an‌ ‌do‌ ‌wonders‌ ‌to‌ ‌help‌ ‌improve‌ ‌c onfidence‌ ‌and‌
enhance‌‌s peaking‌‌s kills.‌


Please‌‌answer‌‌the‌‌following‌‌questions.‌
1. Why‌‌is‌‌it‌‌important‌‌for‌‌business‌‌professionals‌‌to‌‌overcome‌‌their‌‌fear‌‌of‌‌public‌‌s peaking?‌
2. What’s‌‌the‌‌m ost‌‌important‌‌c omponent‌‌of‌‌s uccess‌‌in‌‌public‌‌s peaking?‌
3. Why‌‌is‌‌it‌‌s o‌‌important‌‌to‌‌test‌‌out‌‌any‌‌props‌‌–‌‌s uch‌‌as‌‌laser‌‌pointers,‌‌s urvey‌‌tools,‌‌or‌‌projectors‌‌–‌
beforehand?‌
4. Rather‌‌than‌‌letting‌‌public‌‌s peaking‌‌anxieties‌‌take‌‌over,‌‌what‌‌techniques‌‌c an‌‌s erve‌‌to‌‌reduce‌
anxiety?‌
5. How‌‌c an‌‌telling‌‌a‌‌s tory‌‌during‌‌a‌‌s peech‌‌benefit‌‌its‌‌outcome?‌

Pa ge‌‌41‌‌‌o f‌‌71‌

MIDTERM‌‌Examination‌
Name:‌ ‌_________________________________‌ Score:______________‌

Year‌‌&‌‌Section‌:‌‌_____________________________‌ Date‌:‌‌_______________‌

I.‌ Please‌‌answer‌‌the‌‌following‌‌questions‌‌and‌‌e xplain‌‌your‌‌answer.‌
a. How‌‌do‌‌qualities‌‌and‌‌abilities‌‌s uch‌‌as‌‌c harisma,‌‌s taying‌‌c alm‌‌in‌‌a‌‌pinch‌‌and‌‌being‌‌able‌‌to‌
clearly‌‌express‌‌oneself‌‌affect‌‌others‌‌around‌‌us?‌
b. Why‌‌is‌‌it‌‌important‌‌to‌‌c reate‌‌trust‌‌in‌‌business‌‌relationships?‌
c. Why‌‌is‌‌it‌‌beneficial‌‌to‌‌look‌‌for‌‌s igns‌‌of‌‌s harp‌‌interpersonal‌‌s kills‌‌in‌‌potential‌‌new‌‌hires?‌
d. In‌‌practical‌‌terms,‌‌how‌‌do‌‌effective‌‌c ommunication‌‌s kills‌‌benefit‌‌the‌‌business‌‌owner?‌
e. How‌‌does‌‌a‌‌business‌‌benefit‌‌from‌‌its‌‌employees'‌‌enhanced‌‌c ommunication‌‌s kills?‌
f. What‌‌is‌‌the‌‌difference‌‌between‌‌listening‌‌and‌‌Active‌‌Listening?‌
g. What‌‌c an‌‌a‌‌refined‌‌talent‌‌for‌‌active‌‌listening‌‌help‌‌business‌‌leaders‌‌accomplish?‌
h. How‌‌does‌‌one‌‌use‌‌body‌‌language‌‌to‌‌c onvey‌‌interest?‌
i. Is‌‌an‌‌audience‌‌likely‌‌to‌‌notice‌‌a‌‌s peaker’s‌‌nervousness?‌
j. How‌‌c an‌‌taking‌‌a‌‌c ourse‌‌in‌‌public‌‌s peaking‌‌s erve‌‌to‌‌reduce‌‌anxiety?‌

Good‌‌luck‌‌and‌‌God‌‌bless.‌

Pa ge‌‌42‌‌‌o f‌‌71‌

Lesson‌‌6 :‌‌Persuasion‌‌a nd‌‌Negotiating‌‌Skills‌

Introduction:‌

Persuasion‌‌
is‌‌
one‌‌
of‌‌
the‌‌
key‌‌
techniques‌‌
used‌‌
in‌‌
businesses‌‌
around‌‌
the‌‌
world.‌‌
It’s‌‌
often‌
employed‌‌
to‌‌
m otivate‌‌
others‌‌
to‌‌
c ome‌‌
to‌‌
an‌‌
agreement‌‌
or‌‌
accomplish‌‌
goals.‌‌
Regardless‌‌
of‌‌
how‌‌
big‌‌
or‌
small‌‌
the‌‌
issue,‌‌
effective‌‌
persuasion‌‌
c omes‌‌
down‌‌
to‌‌
three‌‌
things:‌‌
knowing‌‌
what‌‌
you‌‌
are‌‌
talking‌‌
about,‌
knowing‌‌your‌‌audience,‌‌and‌‌being‌‌aware‌‌of‌‌s ubtle‌‌persuasion‌‌techniques.‌



• Know‌‌the‌‌difference‌‌between‌‌persuasion‌‌vs‌‌negotiation;‌
• Use‌‌Subtle‌‌Persuasion‌‌Techniques;‌‌and‌
• Know‌‌and‌‌apply‌‌different‌‌s teps‌‌involved‌‌in‌‌business‌‌negotiation‌


For‌ ‌effective‌ ‌persuasion,‌ ‌know‌ ‌your‌ ‌s ubject‌ ‌m atter,‌ ‌know‌ ‌your‌ ‌audience,‌ ‌and‌ ‌be‌ ‌aware‌ ‌of‌ ‌s ubtle‌
persuasion‌‌
tactics.‌‌
Knowing‌‌
all‌‌
s ides‌‌
of‌‌
a ‌‌topic‌‌
will‌‌
help‌‌
you‌‌
achieve‌‌
your‌‌
desired‌‌
ends.‌‌
Having‌‌
a ‌‌good‌
understanding‌ ‌of‌‌
the‌‌
audience‌‌
helps‌‌
a ‌‌s peaker‌‌
understand‌‌
how‌‌
best‌‌
to‌‌
approach‌‌
them.‌‌
Subtle‌‌
tactics‌
provide‌‌
an‌‌
extra‌‌
push‌‌
for‌‌
persuasion.‌‌
Established‌‌
persuasive‌‌
techniques‌‌
– ‌‌s uch‌‌
as‌‌
playing‌‌
upon‌‌
others’‌
established‌‌
beliefs‌‌
or‌‌
inviting‌‌
s ilence‌‌
– ‌‌have‌‌
been‌‌
proven‌‌
to‌‌
enhance‌‌
any‌‌
persuasive‌‌
argument.‌‌
These‌
may‌‌be‌‌s ubtle,‌‌but‌‌they’re‌‌powerful.‌

There‌ ‌are‌ ‌m any‌ ‌s teps‌ ‌involved‌ ‌in‌ ‌business‌ ‌negotiation,‌ ‌but‌ ‌focus‌ ‌on‌ ‌these‌ ‌key‌ ‌items‌ ‌when‌ ‌working‌
toward‌‌a‌‌win-win‌‌s olution:‌
k. Understand‌‌that‌‌the‌‌ultimate‌‌win-win‌‌m ay‌‌not‌‌be‌‌what‌‌you‌‌thought‌‌it‌‌was.‌‌In‌‌that‌‌s ituation,‌‌be‌
prepared‌‌with‌‌alternatives.‌
l. Be‌‌willing‌‌to‌‌walk‌‌away;‌‌when‌‌a‌‌win-win‌‌c an’t‌‌be‌‌reached,‌‌walking‌‌away‌‌is‌‌often‌‌the‌‌best‌‌s olution.‌
Pa ge‌‌43‌‌‌o f‌‌71‌

m. Ask‌‌the‌‌right‌‌questions;‌‌understand‌‌what‌‌the‌‌other‌‌party‌‌wants‌‌from‌‌both‌‌a‌‌m aterial‌‌and‌‌an‌‌emotional‌‌perspective.‌
n. Finally,‌‌follow‌‌up,‌‌m easure,‌‌and‌‌evaluate:‌‌the‌‌negotiation‌‌does‌‌not‌‌end‌‌with‌‌a‌‌handshake‌‌–‌‌that‌‌is‌‌often‌‌just‌‌the‌
beginning.‌

Know‌‌Your‌‌Subject‌‌M atter‌
Exercising‌ ‌c redibility‌ ‌is‌ ‌one‌ ‌of‌ ‌the‌ ‌best‌ ‌ways‌ ‌to‌ ‌persuade‌‌
an‌‌
audience.‌‌
In‌‌
other‌‌
words,‌‌
know‌‌
your‌‌
s ubject‌‌
m atter.‌
Know‌‌
m ore‌‌
about‌‌
the‌‌
topic‌‌
than‌‌
do‌‌
your‌‌
objects‌‌
of‌‌
persuasion.‌‌
Know‌‌
the‌‌
good,‌‌
the‌‌
bad,‌‌
and‌‌
the‌‌
ugly.‌‌
Know‌‌
all‌‌
s ides‌
and‌‌know‌‌how‌‌to‌‌use‌‌them‌‌in‌‌order‌‌to‌‌achieve‌‌your‌‌desired‌‌ends.‌

Sometimes‌‌
people‌‌
think‌‌
that‌‌
in‌‌
order‌‌
to‌‌
persuade‌‌
s omeone‌‌
to‌‌
do‌‌
s omething,‌‌
they‌‌
need‌‌
to‌‌
m ake‌‌
an‌‌
attractive‌‌
offer.‌
Attractiveness‌ ‌helps,‌ ‌but‌ ‌what‌ ‌helps‌ ‌m ore‌ ‌is‌ ‌to‌ ‌m ake‌ ‌understandable‌ ‌and‌ ‌relatable‌ ‌s tatements.‌ ‌If‌ ‌a ‌ ‌person‌ ‌c an‌
understand‌‌
the‌‌
c omplete‌‌
nature‌‌
of‌‌
a ‌‌product,‌‌
s ystem,‌‌
or‌‌
decision‌‌
and‌‌
how‌‌
it‌‌
relates‌‌
to‌‌
them,‌‌
they‌‌
are‌‌
m ore‌‌
likely‌‌
to‌
be‌‌persuaded.‌

Know‌‌Your‌‌Audience‌
If‌‌
you‌‌
are‌‌
trying‌‌
to‌‌
persuade‌‌
s omeone‌‌
in‌‌
business,‌‌
it’s‌‌
not‌‌
only‌‌
important‌‌
to‌‌
understand‌‌
the‌‌
topic‌‌
for‌‌
persuasion,‌‌
it’s‌
also‌‌
important‌‌
to‌‌
know‌‌
who‌‌
you‌‌
are‌‌
persuading.‌‌
Everyone‌‌
responds‌‌
to‌‌
various‌‌
s tyles‌‌
differently.‌‌
For‌
example,‌‌
s ome‌‌
people‌‌
m ay‌‌
respond‌‌
to‌‌
aggressive‌‌
persuasion‌‌
tactics‌‌
and‌‌
others‌‌
m ay‌‌
s hut‌‌
down‌‌
when‌‌
approached‌
in‌‌s uch‌‌a‌‌direct‌‌m anner.‌

The‌ ‌best‌ ‌way‌ ‌to‌ ‌learn‌ ‌m ore‌ ‌about‌ ‌your‌ ‌c ounterpart‌‌
is‌‌
to‌‌
ask‌‌
questions.‌‌
If‌‌
possible,‌‌
ask‌‌
about‌‌
your‌‌
s ubjects’‌‌
likes‌
and‌ ‌dislikes.‌ ‌Find‌ ‌out‌ ‌where‌ ‌they‌ ‌are‌ ‌from‌ ‌and‌ ‌a ‌ ‌bit‌ ‌about‌ ‌their‌ ‌family‌ ‌life.‌ ‌Ask‌ ‌about‌ ‌their‌ ‌c areers‌ ‌and‌ ‌favorite‌
hobbies.‌‌Ask‌‌them‌‌about‌‌their‌‌goals‌‌and‌‌future‌‌ambitions.‌‌Get‌‌to‌‌know‌‌them‌‌well.‌

Use‌‌Subtle‌‌Persuasion‌‌Techniques‌
There‌ ‌are‌ ‌s everal‌ ‌techniques‌ ‌that‌ ‌will‌ ‌enhance‌ ‌any‌‌
persuasive‌‌
argument.‌‌
These‌‌
are‌‌
s ubtle‌‌
yet‌‌
very‌‌
powerful,‌‌
and‌
one‌‌m ay‌‌be‌‌all‌‌that’s‌‌necessary‌‌to‌‌persuade‌‌an‌‌audience.‌

1.‌‌Reach‌‌O ut‌‌and‌‌Touch‌‌Them‌
A‌ ‌brief‌ ‌touch‌‌
on‌‌
your‌‌
s ubject’s‌‌
arm‌‌
c reates‌‌ a ‌‌c onnection.‌‌
Such‌‌ a ‌‌s imple,‌‌
brief‌‌
gesture‌‌
demonstrates‌‌
trust‌‌
on‌‌
your‌
end‌‌and‌‌has‌‌the‌‌potential‌‌to‌‌build‌‌his‌‌trust‌‌in‌‌you.‌‌In‌‌a‌‌1980‌‌s tudy‌‌by‌‌W illis‌‌and‌‌Hamm,‌
Pa ge‌‌44‌‌‌o f‌‌71‌

participants‌ ‌were‌ ‌asked‌ ‌to‌ ‌s ign‌ ‌a ‌ ‌petition.‌ ‌It‌ ‌was‌ ‌observed‌ ‌that‌ ‌55‌ ‌percent‌ ‌of‌ ‌those‌ ‌who‌ ‌had‌ ‌not‌ ‌been‌ ‌touched‌
signed‌ ‌the‌ ‌petition.‌ ‌However,‌ ‌when‌ ‌participants‌ ‌were‌ ‌touched‌ ‌once‌ ‌on‌ ‌the‌ ‌upper‌ ‌arm,‌ ‌the‌ ‌number‌ ‌of‌ ‌petitioners‌
went‌‌up‌‌to‌‌81‌‌percent.‌

2. Communicate‌‌Details‌‌with‌‌Caution‌
Stay‌ ‌away‌ ‌from‌ ‌asking‌ ‌technical‌ ‌questions‌ ‌that‌ ‌m ay‌ ‌c onfuse‌ ‌or‌ ‌dissuade‌ ‌your‌ ‌audience.‌ ‌If‌ ‌a ‌ ‌prospect‌ ‌knows‌
something‌‌you‌‌don’t,‌‌it‌‌c ould‌‌reduce‌‌your‌‌c redibility‌‌and‌‌negatively‌‌impact‌‌your‌‌ability‌‌to‌‌persuade.‌

3. Play‌‌upon‌‌Established‌‌Beliefs‌
The‌ ‌s hortest‌ ‌distance‌ ‌between‌ ‌two‌ ‌points‌ ‌is‌ ‌a ‌ ‌s traight‌ ‌line.‌ ‌If‌ ‌you‌ ‌c an‌ ‌align‌ ‌your‌ ‌argument‌ ‌with‌ ‌your‌ ‌audience’s‌
established‌‌beliefs,‌‌you‌‌are‌‌halfway‌‌to‌‌your‌‌goal.‌

4. Invite‌‌Silence‌
Silence‌‌
c an‌‌
c reate‌‌
an‌‌
uncomfortable‌‌
m oment‌‌
during‌‌
a ‌‌discussion.‌‌
O ften‌‌
when‌‌
one‌‌
person‌‌
s tops‌‌
s peaking,‌‌
another‌
will‌‌
rush‌‌
to‌‌
fill‌‌
the‌‌
s ilence.‌‌
Such‌‌
an‌‌
attempt‌‌
to‌‌
fill‌‌
the‌‌
s ilence‌‌
m ight‌‌
give‌‌
you‌‌
all‌‌
the‌‌
information‌‌
you‌‌
need‌‌
to‌‌
drive‌‌
your‌
point‌‌home.‌

Methods‌‌of‌‌persuasion‌‌are‌‌used‌‌daily‌‌in‌‌business.‌‌Sometimes‌‌a‌‌request‌‌is‌‌s mall,‌‌s ometimes‌‌big.‌
Regardless‌ ‌of‌ ‌the‌ ‌request,‌ ‌it’s‌ ‌important‌ ‌to‌ ‌understand‌ ‌and‌ ‌employ‌ ‌key‌ ‌techniques‌ ‌to‌ ‌persuade‌ ‌effectively‌ ‌and‌
encourage‌‌others‌‌to‌‌m ake‌‌your‌‌ideas‌‌their‌‌own.‌

Build‌‌Stronger‌‌Relationships‌‌as‌‌You‌‌Negotiate‌
Kristen‌ ‌was‌ ‌the‌ ‌m anager‌ ‌of‌ ‌a ‌ ‌retail‌ ‌s tore‌ ‌in‌ ‌the‌‌
heart‌‌
of‌‌
a ‌‌busy‌‌
c ity.‌‌
Her‌‌
s tore‌‌
was‌‌
part‌‌
of‌‌
a ‌‌retail‌‌
c hain‌‌
that‌‌
s old‌
furniture‌‌
to‌‌
people‌‌
who‌‌
were‌‌
in‌‌
pain‌‌
and‌‌
s eeking‌‌
c omfort.‌‌
Each‌‌
m onth,‌‌
her‌‌
s tore‌‌
had‌‌
to‌‌
reach‌‌
an‌‌
established‌‌
s ales‌
goal.‌‌Today‌‌was‌‌the‌‌last‌‌day‌‌of‌‌the‌‌m onth‌‌and‌‌the‌‌s tore‌‌was‌‌$3,000‌‌s hort‌‌of‌‌its‌‌goal.‌

Frustrated,‌‌ s he‌‌
c losed‌‌ her‌‌ eyes‌‌ and‌‌
wondered‌‌ if‌‌
it‌‌
were‌‌ even‌‌ possible‌‌ to‌‌
get‌‌
anywhere‌‌ near‌‌
the‌‌
$3,000‌‌ m ark.‌‌
W hen‌
she‌ ‌opened‌ ‌her‌ ‌eyes‌ ‌fifteen‌‌
s econds‌‌ later,‌‌
the‌‌ headlights‌‌ of‌‌
a ‌‌yellow‌‌ Hummer‌‌ approached‌‌
the‌‌
s tore’s‌‌
parking‌‌ lot.‌
They‌‌ were‌‌
back.‌‌ Throughout‌‌ the‌‌
week,‌‌ this‌‌
c ouple‌‌ had‌‌
visited‌‌ her‌‌
s tore‌‌ on‌‌
numerous‌‌ occasions,‌‌ looking‌‌ for‌‌
a ‌‌new‌
bed.‌‌The‌‌wife‌‌was‌‌in‌‌extreme‌‌pain‌‌and‌‌desperate‌‌for‌‌a‌‌better‌
Pa ge‌‌45‌‌‌o f‌‌71‌

night’s‌ ‌s leep.‌ ‌Kristen‌ ‌knew‌ ‌that‌‌
the‌‌
best‌‌
bed‌‌
for‌‌
this‌‌
c ouple‌‌
would‌‌
c ost‌‌
them‌‌
over‌‌
$4,000.‌‌
If‌‌
s he‌‌
s old‌‌
the‌‌
bed‌‌
that‌
night,‌‌
s he‌‌
c ould‌‌
achieve‌‌
her‌‌
s ales‌‌
goal.‌‌
The‌‌
c ouple‌‌
owned‌‌
a ‌‌used‌‌
c ar‌‌
dealership‌‌
200‌‌
m iles‌‌
west‌‌
of‌‌
her‌‌
s tore,‌‌
but‌
Kristen‌‌
knew‌‌
that‌‌
s elling‌‌
the‌‌
bed‌‌
would‌‌
require‌‌
tough‌‌
negotiation.‌‌
She‌‌
wanted‌‌
the‌‌
s ale,‌‌
however,‌‌
and‌‌
s he‌‌
was‌‌
up‌‌
for‌
the‌‌c hallenge.‌‌Two‌‌hours‌‌later,‌‌the‌‌c ouple‌‌left‌‌the‌‌s tore.‌‌The‌‌bed‌‌had‌‌been‌‌ordered.‌‌Kristen‌‌had‌‌m ade‌‌the‌‌s ale.‌

Your‌‌Win‌‌Isn’t‌‌the‌‌O nly‌‌Win‌
In‌‌
Kristen’s‌‌
s cenario,‌‌
her‌‌
obvious‌‌
win‌‌
was‌‌
m aking‌‌
the‌‌
s ale.‌‌
She’d‌‌
wanted‌‌
to‌‌
reach‌‌
her‌‌
s ales‌‌
goal‌‌
no‌‌
m atter‌‌
what‌‌
it‌
took,‌‌
but‌‌
s he‌‌
had‌‌
learned‌‌
in‌‌
the‌‌
past‌‌
that‌‌
getting‌‌
the‌‌
s ale‌‌
didn’t‌‌
necessarily‌‌
m ean‌‌
s uccess.‌‌
Kristen‌‌
had‌‌
negotiated‌
sales‌ ‌in‌‌
the‌‌
past‌‌
that‌‌
s he‌‌
later‌‌
wished‌‌
had‌‌
never‌‌
happened‌‌
– ‌‌s ituations‌‌
that‌‌
had‌‌
resulted‌‌
in‌‌
deliveries‌‌
gone‌‌
wrong‌
and‌‌returned‌‌purchases..‌

A‌‌
win-win‌‌
indicates‌‌
that‌‌
each‌‌
party‌‌
gets‌‌
what‌‌
they‌‌
need,‌‌
not‌‌
necessarily‌‌
what‌‌
they‌‌
want,‌‌
and‌‌
Kristen‌‌
knew‌‌
s he‌‌
had‌
to‌ ‌go‌ ‌into‌ ‌each‌ ‌negotiation‌ ‌with‌ ‌options.‌ ‌O ptions‌ ‌provide‌ ‌breathing‌ ‌room‌ ‌and‌ ‌c reate‌ ‌flexibility‌ ‌during‌ ‌negotiation.‌
Often,‌‌
having‌‌
m ore‌‌
than‌‌
one‌‌
s olution‌‌
to‌‌
a ‌‌negotiation‌‌
c reates‌‌
a ‌‌relaxing‌‌
atmosphere,‌‌
allowing‌‌
negotiators‌‌
to‌‌
relax‌‌
as‌
a‌ ‌decision‌ ‌is‌ ‌reached.‌‌
It’s‌‌
an‌‌
excellent‌‌
idea‌‌
to‌‌
have‌‌
between‌‌
one‌‌
and‌‌
three‌‌
alternatives‌‌
prepared‌‌
in‌‌
addition‌‌
to‌‌
the‌
ideal‌ ‌outcome.‌ ‌Researching‌ ‌those‌ ‌alternatives‌ ‌before‌ ‌the‌ ‌negotiation‌ ‌will‌ ‌only‌ ‌c reate‌ ‌a ‌ ‌s tronger‌ ‌argument‌ ‌and‌
greater‌‌c redibility.‌

Kristen’s‌‌
alternatives‌‌
were‌‌
to‌‌
s ell‌‌
a ‌‌less‌‌
expensive‌‌
bed,‌‌
s ell‌‌
wedges‌‌
and‌‌
pillows‌‌
that‌‌
would‌‌
provide‌‌
s imilar‌‌
s upport‌
with‌ ‌an‌ ‌existing‌ ‌m attress,‌‌
or‌‌
not‌‌
s ell‌‌
them‌‌
anything‌‌
at‌‌
all.‌‌
W hy‌‌
would‌‌
not‌‌
s elling‌‌
anything‌‌
at‌‌
all‌‌
potentially‌‌
c reate‌‌
a ‌
win-win‌‌s olution?‌

Be‌‌Willing‌‌to‌‌Walk‌‌Away‌
Desperation‌ ‌is‌ ‌never‌ ‌an‌ ‌attractive‌ ‌quality,‌ ‌but‌ ‌it‌ ‌is‌ ‌absolute‌ ‌poison‌ ‌to‌‌ any‌‌ negotiation.‌‌ W hen‌‌ s omeone‌‌ is‌‌
tied‌‌ to‌‌ a ‌
specific‌ ‌outcome‌ ‌and‌ ‌presents‌ ‌inflexible‌‌ terms,‌‌ the‌‌ results‌‌ c ould‌‌ be‌‌
c atastrophic.‌‌ Under‌‌ duress,‌‌ m any‌‌ people‌‌ will‌
come‌‌ to‌‌ a ‌‌c onclusion‌‌ without‌‌ bothering‌‌ to‌‌ c onsult‌‌ their‌‌ better‌‌ judgment.‌‌ If‌‌
it‌‌
doesn’t‌‌ work‌‌
out,‌‌
worse‌‌ problems‌‌ and‌
challenges‌ ‌m ay‌ ‌ensue.‌‌ Alternatives‌‌ are‌‌
an‌‌ important‌‌ part‌‌ of‌‌
every‌‌ negotiation.‌‌ Simply‌‌ walking‌‌ away‌‌ from‌‌ a ‌‌deal‌‌ is‌
sometimes‌ ‌the‌ ‌s martest‌ ‌alternative.‌ ‌During‌ ‌her‌ ‌negotiation‌ ‌with‌ ‌the‌‌ elderly‌‌ c ouple,‌‌ Kristen‌‌ knew‌‌ that‌‌ s he‌‌ had‌‌ the‌
option‌ ‌to‌ ‌lower‌ ‌the‌ ‌price‌ ‌as‌‌
m uch‌‌
as‌‌
necessary.‌‌ She‌‌ s till‌‌
m ight‌‌ have‌‌ reached‌‌ her‌‌
s ales‌‌
goal,‌‌ but‌‌
s he‌‌ would‌‌ have‌
been‌‌s acrificing‌‌m ore‌‌than‌‌m oney:‌‌her‌‌integrity‌‌was‌‌at‌‌also‌‌at‌‌s take.‌
Pa ge‌‌46‌‌‌o f‌‌71‌

Kristen‌‌also‌‌knew‌‌that‌‌s he‌‌was‌‌negotiating‌‌with‌‌a‌‌used‌‌c ar‌‌s alesman‌‌–‌‌s omeone‌‌who‌‌negotiates‌‌for‌‌a‌‌living.‌‌If‌‌this‌
business‌‌relationship‌‌c ontinued‌‌past‌‌this‌‌m eeting,‌‌it‌‌c ould‌‌require‌‌a‌‌lot‌‌of‌‌energy.‌
The‌‌
last‌‌
time‌‌
s he‌‌
had‌‌
m ade‌‌
a ‌‌s ale‌‌
to‌‌
a ‌‌fellow‌‌
s alesperson,‌‌
he’d‌‌
kept‌‌
her‌‌
busy‌‌
for‌‌
m onths‌‌
with‌‌
c omplaints‌‌
about‌‌
his‌
purchase.‌‌
If‌‌
s he‌‌
lost‌‌
the‌‌
s ale,‌‌
s he‌‌
m ight‌‌
lose‌‌
m oney,‌‌
but‌‌
s he‌‌
would‌‌
retain‌‌
peace‌‌
of‌‌
m ind.‌‌
Kristen‌‌
realized‌‌
it‌‌
m ight‌‌
be‌
best‌‌to‌‌walk‌‌away‌‌altogether.‌

Ask‌‌the‌‌Right‌‌Q uestions‌
She‌ ‌didn’t‌ ‌need‌ ‌to‌ ‌walk‌ ‌away,‌ ‌though.‌ ‌Kristen‌ ‌had‌ ‌discovered‌ ‌long‌ ‌ago‌ ‌that‌ ‌asking‌ ‌the‌ ‌right‌ ‌questions‌ ‌was‌ ‌the‌
secret‌‌
to‌‌
negotiating‌‌
with‌‌
a ‌‌tough‌‌
c lient.‌‌
The‌‌
m ore‌‌
s he‌‌
inspired‌‌
the‌‌
c ouple‌‌
to‌‌
discuss‌‌
what‌‌
they‌‌
needed‌‌
and‌‌
why,‌‌
the‌
more‌ ‌they‌ ‌s old‌‌
themselves‌‌
on‌‌
the‌‌
product.‌‌
This‌‌
holds‌‌
true‌‌
in‌‌
any‌‌
negotiable‌‌
s ituation.‌‌
W hen‌‌
we‌‌
get‌‌
a ‌‌real‌‌
feel‌‌
for‌
what‌ ‌a ‌ ‌c lient‌ ‌needs‌ ‌and‌ ‌wants,‌ ‌we‌ ‌c an‌ ‌c ome‌‌
m ore‌‌
easily‌‌
to‌‌
a ‌‌s olution‌‌
that‌‌
fulfills‌‌
both‌‌
their‌‌
needs‌‌
and‌‌
ours.‌‌
W e‌
must‌‌
learn‌‌
what‌‌
s omeone‌‌
wants‌‌
from‌‌
both‌‌
a ‌‌m aterial‌‌
and‌‌
emotional‌‌
s tandpoint.‌‌
Discovering‌‌
the‌‌
m aterial‌‌
s tandpoint‌
is‌‌easy.‌‌The‌‌emotional‌‌s tandpoint‌‌c an‌‌be‌‌ascertained‌‌by‌‌asking‌‌questions.‌

It’s‌ ‌s aid‌ ‌that‌ ‌when‌ ‌s omeone‌ ‌expresses‌ ‌the‌ ‌desire‌ ‌to‌ ‌buy‌ ‌a ‌ ‌c ar‌ ‌or‌ ‌house,‌ ‌he‌ ‌is‌ ‌actually‌ ‌in‌ ‌need‌ ‌of‌ ‌c omfort‌ ‌and‌
security.‌ ‌An‌ ‌employee‌ ‌m ight‌ ‌ask‌ ‌for‌ ‌a ‌ ‌raise,‌ ‌but‌ ‌what‌ ‌s he‌ ‌m ight‌ ‌really‌ ‌want‌ ‌is‌ ‌acknowledgement.‌‌
These‌‌
are‌‌
the‌
emotional‌ ‌needs‌ ‌behind‌ ‌the‌ ‌m aterial‌ ‌ones.‌ ‌If‌ ‌we‌ ‌c an‌ ‌find‌ ‌out‌ ‌the‌ ‌deeper‌ ‌desire‌ ‌behind‌ ‌what‌ ‌a ‌ ‌potential‌ ‌c lient‌ ‌is‌
asking,‌‌
we‌‌
will‌‌
be‌‌
better‌‌
able‌‌
to‌‌
achieve‌‌
our‌‌
ideal‌‌
outcome.‌‌
In‌‌
Kristen’s‌‌
s ituation,‌‌
the‌‌
c ouple‌‌
decided‌‌
to‌‌
go‌‌
home‌‌
and‌
“sleep‌‌
on‌‌
it”‌‌
before‌‌
m aking‌‌
a ‌‌final‌‌
decision.‌‌
Kristen‌‌
knew‌‌
it‌‌
was‌‌
time‌‌
to‌‌
ask‌‌
not‌‌
just‌‌
the‌‌
right‌‌
question,‌‌
but‌‌
the‌‌
m ost‌
important‌ ‌one:‌ ‌“After‌ ‌all‌ ‌of‌ ‌the‌ ‌time‌ ‌we’ve‌ ‌s pent‌ ‌together,‌ ‌what‌ ‌c ould‌ ‌possibly‌ ‌c hange‌ ‌between‌ ‌right‌ ‌now‌ ‌and‌
tomorrow‌ ‌m orning?”‌ ‌The‌ ‌husband‌‌
and‌‌
wife‌‌
turned‌‌
around‌‌
and‌‌
s aid,‌‌
“Sold!”‌‌
Kristen‌‌
m ade‌‌
her‌‌
s ale;‌‌
the‌‌
c ouple‌‌
got‌
their‌ ‌bed.‌ ‌After‌ ‌two‌ ‌hours‌ ‌of‌ ‌negotiation‌ ‌that‌ ‌went‌ ‌long‌ ‌past‌ ‌c losing‌ ‌time,‌ ‌Kristen‌ ‌m anaged‌ ‌to‌ ‌c reate‌ ‌a ‌ ‌win-win‌
situation.‌

Follow‌‌Up,‌‌M easure,‌‌and‌‌Evaluate‌
Negotiation‌ ‌does‌ ‌not‌ ‌end‌ ‌when‌ ‌an‌ ‌agreement‌ ‌is‌ ‌reached.‌ ‌In‌ ‌m any‌ ‌ways,‌ ‌an‌ ‌agreement‌ ‌is‌ ‌m erely‌ ‌the‌ ‌beginning.‌
Once‌‌an‌‌agreement‌‌is‌‌reached,‌‌both‌‌parties‌‌m ust‌‌deliver‌‌Promises‌‌need‌‌to‌‌be‌‌kept.‌
Communications‌‌m ust‌‌remain‌‌open.‌‌In‌‌m any‌‌c ases,‌‌m oney‌‌needs‌‌to‌‌c hange‌‌hands.‌

Pa ge‌‌47‌‌‌o f‌‌71‌

Once‌‌
a ‌‌negotiation‌‌
is‌‌
c omplete,‌‌
it’s‌‌
important‌‌
to‌‌
c reate‌‌
a ‌‌process‌‌
to‌‌
m easure‌‌
and‌‌
evaluate‌‌
the‌‌
results.‌
This‌‌
way,‌‌
both‌‌
parties‌‌
c an‌‌
evaluate‌‌
how‌‌
well‌‌
each‌‌
agreement‌‌
was‌‌
handled.‌‌
W hen‌‌
will‌‌
a ‌‌raise‌‌
be‌‌
given?‌
How‌‌
long‌‌
will‌‌
it‌‌
take‌‌
to‌‌
determine‌‌
financing?‌‌
Should‌‌
a ‌‌follow-up‌‌
m eeting‌‌
take‌‌
place‌‌
to‌‌
determine‌‌
overall‌
satisfaction?‌‌
Is‌‌
further‌‌
negotiation‌‌
required?‌‌
Can‌‌
the‌‌
outcome‌‌
be‌‌
m easured‌‌
by‌‌
time‌‌
or‌‌
by‌‌
dollars?‌‌
For‌
Kristen’s‌‌
c ustomers,‌‌
it‌‌
was‌‌
two‌‌
weeks‌‌
before‌‌
the‌‌
bed‌‌
was‌‌
delivered.‌‌
After‌‌
those‌‌
two‌‌
weeks,‌‌
there‌‌
was‌
an‌ ‌adjustment‌ ‌period,‌‌
during‌‌
which‌‌
the‌‌
c ouple‌‌
questioned‌‌
their‌‌
purchase.‌‌
Kristen‌‌
s tayed‌‌
in‌‌
touch‌‌
with‌
them‌ ‌over‌ ‌the‌ ‌next‌ ‌m onth‌ ‌to‌ ‌m onitor‌ ‌whether‌ ‌or‌ ‌not‌ ‌the‌ ‌bed‌ ‌fulfilled‌ ‌their‌ ‌wants‌ ‌and‌ ‌needs.‌ ‌The‌
customers‌‌kept‌‌their‌‌bed.‌


Please‌‌answer‌‌the‌‌following‌‌key‌‌questions/review:‌
1. Persuasion‌‌is‌‌m ost‌‌effective‌‌when‌‌this‌‌occurs:‌
2. How‌‌does‌‌asking‌‌questions‌‌benefit‌‌a‌‌persuasive‌‌argument‌
3. When‌‌m aking‌‌a‌‌persuasive‌‌argument,‌‌why‌‌is‌‌it‌‌a‌‌good‌‌idea‌‌to‌‌s hare‌‌c omplicated‌‌technical‌
details‌‌with‌‌c aution?‌
4. What‌‌c an‌‌happen‌‌when‌‌you‌‌invite‌‌s ilence‌‌into‌‌a‌‌persuasive‌‌argument?‌
5. Why‌‌is‌‌it‌‌important‌‌to‌‌follow‌‌up,‌‌m easure,‌‌and‌‌evaluate‌‌an‌‌agreement‌‌after‌‌it’s‌‌been‌‌m ade?‌

Pa ge‌‌48‌‌‌o f‌‌71‌

Lesson‌‌7 :‌‌Assertive‌‌Entrepreneur‌

Introduction:‌

Assertiveness‌‌is‌‌a‌‌s kill‌‌regularly‌‌referred‌‌to‌‌in‌‌s ocial‌‌and‌‌c ommunication‌‌s kills‌‌training.‌‌Being‌‌assertive‌

means‌‌being‌‌able‌‌to‌‌s tand‌‌up‌‌for‌‌your‌‌own‌‌or‌‌other‌‌people’s‌‌rights‌‌in‌‌a‌‌c alm‌‌and‌‌positive‌‌way,‌‌without‌
being‌‌either‌‌aggressive,‌‌or‌‌passively‌‌accepting‌‌‘wrong’.‌‌Assertive‌‌individuals‌‌are‌‌able‌‌to‌‌get‌‌their‌‌point‌
across‌‌without‌‌upsetting‌‌others,‌‌or‌‌becoming‌‌upset‌‌themselves.‌‌Although‌‌everyone‌‌acts‌‌in‌‌passive‌‌and‌
aggressive‌‌ways‌‌from‌‌time‌‌to‌‌time,‌‌s uch‌‌ways‌‌of‌‌responding‌‌often‌‌result‌‌from‌‌a‌‌lack‌‌of‌‌s elf-confidence‌
and‌‌are,‌‌therefore,‌‌inappropriate‌‌ways‌‌of‌‌interacting‌‌with‌‌others.‌

This‌ ‌lesson‌ ‌examines‌ ‌the‌ ‌rights‌ ‌and‌ ‌responsibilities‌ ‌of‌ ‌assertive‌ ‌behavior‌ ‌and‌ ‌aims‌ ‌to‌ ‌s how‌ ‌how‌
assertiveness‌‌c an‌‌benefit‌‌you.‌



• Know‌‌the‌‌difference‌‌passive,‌‌aggressive‌‌and‌‌assertive;‌‌and‌
• Use‌‌the‌‌technique‌‌to‌‌improve‌‌c ommunication‌‌s kills‌‌in‌‌general‌


Effective‌ ‌c ommunication‌‌
is‌‌
an‌‌
essential‌‌
aspect‌‌
of‌‌
s uccess‌‌
in‌‌
business‌‌
and‌‌
c ompleting‌‌
transactions‌‌
in‌
an‌‌efficient‌‌m anner.‌

There‌ ‌are‌ ‌m any‌ ‌ways‌ ‌to‌ ‌c ommunicate‌ ‌in‌ ‌business,‌ ‌s ome‌ ‌better‌ ‌than‌ ‌others.‌ ‌By‌ ‌using‌ ‌passive‌
techniques,‌ ‌we‌‌ s how‌‌ that‌‌
we‌‌ c ome‌‌ from‌‌ a ‌‌place‌‌
of‌‌
receptivity‌‌
and‌‌
agreement.‌‌ Aggressive‌‌ techniques‌
demonstrate‌‌ that‌‌ we‌‌ c ome‌‌ from‌‌ a ‌‌place‌‌ of‌‌
dominance‌‌ and‌‌
demand.‌‌ The‌‌ preferred‌‌
way‌‌
to‌‌
do‌‌ business‌
–‌‌
one‌‌
that‌‌
has‌‌ the‌‌ s trongest‌‌ positive‌‌ impact‌‌ on‌‌ getting‌‌ our‌‌
needs‌‌ m et‌‌
– ‌‌is‌‌
through‌‌ assertive‌‌
techniques.‌
Assertive‌ ‌techniques‌ ‌get‌ ‌the‌ ‌point‌ ‌across‌ ‌in‌ ‌a ‌ ‌professional‌ ‌m anner‌ ‌that‌ ‌is‌ ‌both‌ ‌easily‌ ‌received‌ ‌and‌
understood.‌
Pa ge‌‌49‌‌‌o f‌‌71‌

Assertive‌ ‌c ommunication‌ ‌tactics‌ ‌are‌ ‌those‌ ‌that‌ ‌best‌ ‌s erve‌ ‌business‌ ‌dialogue.‌ ‌By‌ ‌c ommunicating‌ ‌assertively,‌
business‌‌
leaders‌‌
are‌‌
able‌‌
to‌‌
be‌‌
both‌‌
well-received‌‌
and‌‌
understood.‌‌
Timing,‌‌
word‌‌
c hoice,‌‌
body‌‌
language‌‌
and‌‌
levels‌
of‌ ‌c larity‌ ‌all‌ ‌m ust‌ ‌be‌‌
tweaked‌‌
to‌‌
ensure‌‌
assertiveness.‌‌
Effective‌‌
is‌‌
not‌‌
only‌‌
about‌‌
what‌‌
to‌‌
s ay;‌‌
it’s‌
important‌‌to‌‌know‌‌when‌‌to‌‌s ay‌‌it‌‌–‌‌or‌‌when‌‌not‌‌to.‌
Tactful‌‌timing‌‌s trategies‌‌s erve‌‌to‌‌enhance‌‌one’s‌‌c redibility.‌

Assertiveness‌ ‌depends‌ ‌on‌ ‌word‌ ‌c hoice:‌ ‌assertive‌ ‌s entences‌ ‌are‌ ‌s hort‌ ‌and‌ ‌to‌ ‌the‌ ‌point.‌ ‌Rather‌ ‌than‌ ‌m aking‌ ‌an‌
aggressive‌‌
attack,‌‌
assertive‌‌
language‌‌
revolves‌‌
around‌‌
the‌‌
s elf.‌‌
For‌‌
best‌‌
results,‌‌
firmly‌‌
s tate‌‌
your‌‌
position‌‌
and‌‌
begin‌
with‌‌
an‌‌
I-statement‌‌
before‌‌
going‌‌
on‌‌
to‌‌
involve‌‌
others:‌‌
“I‌‌
believe‌‌
this‌‌
m emo‌‌
s hould‌‌
be‌‌
rewritten‌‌
before‌‌
it’s‌‌
s ent‌‌
to‌‌
all‌
departments.‌‌W hat‌‌do‌‌you‌‌think?”‌

Again,‌‌
we‌‌
80‌‌
percent‌‌
of‌‌
our‌‌
m eaning‌‌
through‌‌
body‌‌
language,‌‌
whether‌‌
we‌‌
m ean‌‌
to‌‌
or‌‌
not.‌‌
Therefore,‌
we‌‌
m ust‌‌
practice‌‌
assertive‌‌
body‌‌
language‌‌
– ‌‌relaxed‌‌
arms,‌‌
open‌‌
palms,‌‌
s mooth‌‌
facial‌‌
expressions,‌‌
attentive‌‌
eyes,‌‌
a ‌
hip-width‌‌s tance‌‌–‌‌in‌‌order‌‌to‌‌ensure‌‌our‌‌m essage‌‌is‌‌the‌‌one‌‌we‌‌intend.‌

Without‌ ‌c larity,‌ ‌m uch‌ ‌of‌ ‌our‌ ‌intended‌ ‌m essage‌ ‌m ay‌ ‌be‌ ‌lost.‌ ‌Communication‌‌
is‌‌
impossible‌‌
without‌‌
it.‌‌
Speaking‌‌
in‌
such‌ ‌a ‌ ‌m anner‌ ‌as‌ ‌to‌ ‌allow‌ ‌our‌ ‌m essage‌ ‌to‌ ‌be‌ ‌understood‌ ‌the‌ ‌first‌ ‌time‌ ‌ensures‌ ‌we‌ ‌s ave‌ ‌time‌ ‌and‌ ‌m oney‌ ‌by‌
reducing‌‌redundancy‌‌and‌‌workload.‌

Assertiveness‌ ‌is‌ ‌being‌ ‌forthright,‌ ‌positive,‌ ‌insistence‌ ‌on‌ ‌the‌ ‌recognition‌ ‌of‌ ‌one's‌ ‌rights.‌ ‌Assertiveness‌ ‌m eans‌
standing‌ ‌up‌ ‌for‌ ‌your‌ ‌personal‌ ‌rights‌ ‌- ‌ ‌expressing‌ ‌thoughts,‌ ‌feelings‌ ‌and‌ ‌beliefs‌ ‌in‌ ‌direct,‌ ‌honest‌ ‌and‌ ‌appropriate‌
ways.‌

It‌‌is‌‌important‌‌to‌‌note‌‌also‌‌that:‌
By‌‌ being‌‌ assertive‌‌ we‌‌ s hould‌‌
always‌‌ respect‌‌ the‌‌
thoughts,‌‌
feelings‌‌
and‌‌ beliefs‌‌ of‌‌
other‌‌ people.‌‌ Those‌‌
who‌‌
behave‌
assertively‌ ‌always‌ ‌respect‌ ‌the‌ ‌thoughts,‌ ‌feelings‌ ‌and‌ ‌beliefs‌ ‌of‌ ‌other‌ ‌people‌ ‌as‌ ‌well‌ ‌as‌ ‌their‌ ‌own.‌‌
Assertiveness‌
concerns‌‌ being‌‌ able‌‌ to‌‌
express‌‌ feelings,‌‌ wishes,‌‌ wants‌‌
and‌‌ desires‌‌
appropriately‌‌ and‌‌
is‌‌ an‌‌ important‌‌ personal‌‌
and‌
interpersonal‌‌ s kill.‌ ‌In‌‌
all‌‌
your‌‌
interactions‌‌ with‌‌
other‌‌ people,‌‌
whether‌‌ at‌‌
home‌‌ or‌‌
at‌‌ work,‌‌ with‌‌ employers,‌‌ c ustomers‌
or‌ ‌c olleagues,‌ ‌assertiveness‌ ‌c an‌ ‌help‌ ‌you‌ ‌to‌ ‌express‌ ‌yourself‌ ‌in‌ ‌a ‌ ‌c lear,‌ ‌open‌ ‌and‌ ‌reasonable‌ ‌way,‌ ‌without‌
undermining‌‌your‌‌own‌‌or‌‌others’‌‌rights.‌
Pa ge‌‌50‌‌‌o f‌‌71‌

Assertive‌‌behavior‌‌includes:‌
• Being‌‌open‌‌in‌‌expressing‌‌wishes,‌‌thoughts‌‌and‌‌feelings‌‌and‌‌encouraging‌‌others‌‌to‌‌do‌‌likewise.‌
See‌‌our‌‌page‌‌on‌‌Managing‌‌Emotions.‌
• Listening‌‌to‌‌the‌‌views‌‌of‌‌others‌‌and‌‌responding‌‌appropriately,‌‌whether‌‌in‌‌agreement‌‌with‌‌those‌‌views‌‌or‌‌not.‌
See‌‌our‌‌page‌‌on‌‌Active‌‌Listening.‌
• Accepting‌‌responsibilities‌‌and‌‌being‌‌able‌‌to‌‌delegate‌‌to‌‌others.‌‌See‌‌our‌‌page‌‌on‌‌Delegation‌‌Skills‌‌for‌‌m ore.‌
• Regularly‌‌expressing‌‌appreciation‌‌of‌‌others‌‌for‌‌what‌‌they‌‌have‌‌done‌‌or‌‌are‌‌doing.‌‌See‌‌our‌‌page‌‌on‌‌Gratitude‌
and‌‌Being‌‌Grateful.‌
• Being‌‌able‌‌to‌‌admit‌‌to‌‌m istakes‌‌and‌‌apologise.‌
• Maintaining‌‌s elf-control.‌‌See‌‌our‌‌page‌‌on‌‌Self-Control‌‌for‌‌m ore.‌
• Behaving‌‌as‌‌an‌‌equal‌‌to‌‌others.‌‌See‌‌our‌‌page‌‌on‌‌Justice‌‌and‌‌Fairness‌‌to‌‌explore‌‌further.‌

Being‌‌Passive‌
Responding‌ ‌in‌ ‌a ‌ ‌passive‌ ‌or‌ ‌non-assertive‌ ‌way‌ ‌tends‌ ‌to‌ ‌m ean‌ ‌c ompliance‌ ‌with‌ ‌the‌ ‌wishes‌ ‌of‌ ‌others‌ ‌and‌ ‌c an‌
undermine‌‌individual‌‌rights‌‌and‌‌s elf-confidence.‌

Many‌‌
people‌‌
adopt‌‌
a ‌‌passive‌‌
response‌‌
because‌‌
they‌‌
have‌‌
a ‌‌s trong‌‌
need‌‌
to‌‌
be‌‌
liked‌‌
by‌‌
others.‌ ‌Such‌‌
people‌‌
do‌‌
not‌
regard‌‌
themselves‌‌
as‌‌
equals‌‌
because‌‌
they‌‌
place‌‌
greater‌‌
weight‌‌
on‌‌
the‌‌
rights,‌‌
wishes‌‌
and‌‌
feelings‌‌
of‌‌
others.‌ ‌Being‌
passive‌ ‌results‌ ‌in‌ ‌failure‌‌
to‌‌
c ommunicate‌‌
thoughts‌‌
or‌‌
feelings‌‌
and‌‌
results‌‌
in‌‌
people‌‌
doing‌‌
things‌‌
they‌‌
really‌‌
do‌‌
not‌
want‌‌
to‌‌
do‌‌
in‌‌
the‌‌
hope‌‌
that‌‌
they‌‌
m ight‌‌
please‌‌
others.‌‌
This‌‌
also‌‌
m eans‌‌
that‌‌
they‌‌
allow‌‌
others‌‌
to‌‌
take‌‌
responsibility,‌‌
to‌
lead‌‌
and‌‌
m ake‌‌
decisions‌‌
for‌‌
them.‌‌
W hen‌‌
you‌‌
respond‌‌
passively,‌‌
you‌‌
present‌‌
yourself‌‌
in‌‌
a ‌‌less‌‌
positive‌‌
light‌‌
or‌‌
put‌
yourself‌ ‌down‌ ‌in‌ ‌s ome‌ ‌way.‌ ‌If‌ ‌you‌ ‌c onstantly‌ ‌belittle‌ ‌yourself‌ ‌in‌ ‌this‌ ‌way,‌ ‌you‌ ‌will‌ ‌c ome‌ ‌to‌ ‌feel‌ ‌inferior‌ ‌to‌ ‌others.‌
While‌ ‌the‌ ‌underlying‌ ‌c auses‌ ‌of‌ ‌passive‌ ‌behaviour‌ ‌are‌ ‌often‌ ‌poor‌ ‌s elf-confidence‌ ‌and‌ ‌s elf-esteem,‌ ‌in‌ ‌itself‌ ‌it‌ ‌c an‌
further‌‌reduce‌‌feelings‌‌of‌‌s elf-worth,‌‌c reating‌‌a‌‌vicious‌‌c ircle.‌

Pa ge‌‌51‌‌‌o f‌‌71‌

Being‌‌Aggressive‌
By‌‌being‌‌aggressive‌‌towards‌‌s omeone‌‌else,‌‌their‌‌rights‌‌and‌‌s elf-esteem‌‌are‌‌undermined.‌
Aggressive‌ ‌behaviour‌ ‌fails‌ ‌to‌ ‌c onsider‌ ‌the‌ ‌views‌ ‌or‌ ‌feelings‌ ‌of‌ ‌other‌ ‌individuals.‌ ‌Those‌ ‌behaving‌
aggressively‌‌
will‌‌
rarely‌‌
s how‌‌
praise‌‌
or‌‌
appreciation‌‌
of‌‌
others‌‌
and‌‌
an‌‌
aggressive‌‌
response‌‌
tends‌‌
to‌‌
put‌
others‌ ‌down.‌ ‌Aggressive‌ ‌responses‌ ‌encourage‌ ‌the‌ ‌other‌ ‌person‌ ‌to‌ ‌respond‌ ‌in‌ ‌a ‌ ‌non-assertive‌ ‌way,‌
either‌‌aggressively‌‌or‌‌passively.‌

There‌‌
is‌‌
a ‌‌wide‌‌
range‌‌
of‌‌
aggressive‌‌
behaviours,‌‌
including‌‌
rushing‌‌
s omeone‌‌
unnecessarily,‌‌
telling‌‌
rather‌
than‌ ‌asking,‌ ‌ignoring‌ ‌s omeone,‌ ‌or‌ ‌not‌ ‌c onsidering‌ ‌another's‌ ‌feelings.‌ ‌Good‌ ‌interpersonal‌ ‌s kills‌‌
m ean‌
you‌‌
need‌‌
to‌‌
be‌‌
aware‌‌
of‌‌
the‌‌
different‌‌
ways‌‌
of‌‌
c ommunicating‌‌
and‌‌
the‌‌
different‌‌
response‌‌
each‌‌
approach‌
might‌ ‌provoke.‌ ‌The‌ ‌use‌ ‌of‌ ‌either‌ ‌passive‌ ‌or‌ ‌aggressive‌ ‌behaviour‌ ‌in‌ ‌interpersonal‌ ‌relationships‌ ‌c an‌
have‌ ‌undesirable‌ ‌c onsequences‌ ‌for‌‌
those‌‌
you‌‌
are‌‌
c ommunicating‌‌
with‌‌
and‌‌
it‌‌
m ay‌‌
well‌‌
hinder‌‌
positive‌
moves‌‌forward.‌

It‌ ‌c an‌ ‌be‌ ‌a ‌ ‌frightening‌ ‌or‌‌
distressing‌‌
experience‌‌
to‌‌
be‌‌
s poken‌‌
to‌‌
aggressively‌‌
and‌‌
the‌‌
receiver‌‌
c an‌‌
be‌
left‌‌
wondering‌‌
what‌‌
instigated‌‌
s uch‌‌
behaviour‌‌
or‌‌
what‌‌
he‌‌
or‌‌
s he‌‌
has‌‌
done‌‌
to‌‌
deserve‌‌
the‌‌
aggression.‌‌
If‌
thoughts‌‌
and‌‌
feelings‌‌
are‌‌
not‌‌
s tated‌‌
c learly,‌‌
this‌‌
c an‌‌
lead‌‌
to‌‌
individuals‌‌
m anipulating‌‌
others‌‌
into‌‌
m eeting‌
their‌‌
wishes‌‌
and‌‌
desires.‌‌
Manipulation‌‌
c an‌‌
be‌‌
s een‌‌
as‌‌
a ‌‌c overt‌‌
form‌‌
of‌‌
aggression‌‌
whilst‌‌
humour‌‌
c an‌
also‌‌be‌‌used‌‌aggressively.‌

You‌‌
m ay‌‌
find‌‌
that‌‌
you‌‌
respond‌‌
differently‌‌
— ‌‌whether‌‌
passively,‌‌
assertively‌‌
or‌‌
aggressively‌‌
— ‌‌when‌‌
you‌
are‌ ‌c ommunicating‌ ‌in‌ ‌different‌ ‌s ituations.‌ ‌It‌ ‌is‌ ‌important‌ ‌to‌ ‌remember‌‌
that‌‌
any‌‌
interaction‌‌
is‌‌
always‌‌
a ‌
two-way‌ ‌process‌ ‌and‌ ‌therefore‌ ‌your‌ ‌reactions‌ ‌m ay‌ ‌differ,‌ ‌depending‌ ‌upon‌ ‌your‌ ‌relationship‌ ‌with‌ ‌the‌
other‌ ‌person‌ ‌in‌ ‌the‌ ‌c ommunication.‌ ‌You‌ ‌m ay‌‌
for‌‌
example‌‌
find‌‌
it‌‌
easier‌‌
to‌‌
be‌‌
assertive‌‌
to‌‌
your‌‌
partner‌
than‌ ‌to‌ ‌your‌ ‌boss‌ ‌or‌ ‌vice‌ ‌versa.‌ ‌However,‌ ‌whether‌ ‌it‌ ‌is‌ ‌easy‌ ‌or‌‌
not,‌‌
an‌‌
assertive‌‌
response‌‌
is‌‌
always‌
going‌‌to‌‌be‌‌better‌‌for‌‌you‌‌and‌‌for‌‌your‌‌relationship‌‌with‌‌the‌‌other‌‌person.‌

Pa ge‌‌52‌‌‌o f‌‌71‌


❖‌‌‌Speak‌‌w ithout‌‌repeating‌
‌Students‌‌
m ust‌‌
find‌‌
a ‌‌s hort‌‌
(300-500‌‌
word)‌‌
transcript‌‌
of‌‌
a ‌‌typical‌‌
interaction‌‌
between‌‌
a ‌‌c ustomer‌‌
and‌‌
an‌
agent.‌‌
Invite‌‌
one‌‌
of‌‌
the‌‌
learners‌‌
to‌‌
read‌‌
out‌‌
the‌‌
transcript‌‌
with‌‌
you,‌‌
with‌‌
you‌‌
reading‌‌
the‌‌
c ustomer’s‌‌
s ide.‌
With‌‌a‌‌highlighters‌‌and‌‌ask‌‌them‌‌to‌‌highlight‌‌four‌‌words‌‌s poken‌‌by‌‌the‌‌agent‌‌in‌‌their‌‌transcript.‌
They‌‌s hould‌‌highlight‌‌longer‌‌words‌‌rather‌‌than‌‌c ommon‌‌words‌‌like‌‌‘you’,‌‌‘and’,‌‌or‌‌‘it’.‌

Their‌‌
c hallenge‌‌
is‌‌
now‌‌
to‌‌
read‌‌
through‌‌
the‌‌
transcript‌‌
again,‌‌
without‌‌
using‌‌
any‌‌
of‌‌
the‌‌
words‌‌
that‌‌
they‌‌
have‌
highlighted.‌ ‌They‌ ‌will‌ ‌have‌ ‌to‌ ‌find‌ ‌new‌ ‌ways‌ ‌to‌ ‌get‌ ‌the‌ ‌s ame‌ ‌m essage‌ ‌across‌ ‌by‌ ‌rephrasing‌ ‌the‌
conversation.‌‌Do‌‌this‌‌once‌‌in‌‌front‌‌of‌‌the‌‌c lass,‌‌and‌‌then‌‌pair‌‌the‌‌agents‌‌off‌‌to‌‌do‌‌it‌‌together.‌

This‌‌task‌‌gets‌‌trainees‌‌thinking‌‌on‌‌their‌‌feet,‌‌and‌‌s trengthens‌‌the‌‌adaptability‌‌of‌‌their‌‌vocabulary‌
Pa ge‌‌53‌‌‌o f‌‌71‌

Lesson‌‌8 :‌‌Resolving‌‌Conflict‌

Introduction:‌

Sometimes‌‌
negotiation‌‌
and‌‌
persuasion‌‌
are‌‌
not‌‌
enough‌‌
to‌‌
avoid‌‌
c onflict.‌‌
W hen‌‌
this‌‌
happens,‌‌
you‌‌
need‌
strong‌ ‌c onflict‌ ‌resolution‌ ‌and‌ ‌potentially‌ ‌even‌ ‌m ediation‌ ‌s kills.‌ ‌Conflict‌ ‌c an‌ ‌arise‌ ‌from‌ ‌poorly-handled‌
interpersonal‌ ‌c ommunications,‌ ‌and‌ ‌m ay‌ ‌be‌ ‌addressed‌ ‌s imply‌‌
by‌‌
listening‌‌
c arefully‌‌
to‌‌
both‌‌
s ides,‌‌
and‌
demonstrating‌‌
that‌‌
you‌‌
have‌‌
done‌‌
s o.‌‌
Finding‌‌
a ‌‌win–win‌‌
s ituation‌‌
is‌‌
s imilarly‌‌
important‌‌
here,‌‌
because‌‌
it‌
shows‌‌that‌‌you‌‌respect‌‌both‌‌s ides.‌

Interpersonal‌‌
c onflict‌‌
is‌‌
a ‌‌fact‌‌
of‌‌
life‌‌
and‌‌
c an‌‌
arise‌‌
in‌‌
almost‌‌
any‌‌
s phere,‌‌
from‌‌
organisations‌‌
through‌‌
to‌
personal‌ ‌relationships.‌ ‌Learning‌ ‌to‌ ‌resolve‌ ‌it‌ ‌effectively,‌ ‌in‌ ‌a ‌ ‌way‌ ‌that‌ ‌does‌ ‌not‌ ‌increase‌ ‌your‌ ‌s tress‌
levels,‌ ‌is‌ ‌therefore‌ ‌important‌ ‌for‌ ‌everyone.‌ ‌Those‌ ‌with‌ ‌good‌ ‌c onflict‌ ‌resolution‌ ‌s kills‌ ‌generally‌ ‌help‌
organisations‌‌and‌‌groups‌‌to‌‌work‌‌m ore‌‌effectively.‌



• Know‌‌the‌‌three‌‌(3)‌‌different‌‌types‌‌of‌‌c onflict;‌
• Use‌‌and‌‌apply‌‌different‌‌c onflict‌‌s trategies;‌‌and‌‌‌•‌‌Resolve‌‌c onflict‌‌s moothly‌
and‌‌effectively‌


Peace‌ ‌in‌ ‌the‌ ‌workplace‌ ‌begins‌ ‌with‌ ‌us.‌ ‌Rather‌ ‌than‌ ‌reacting‌ ‌defensively‌ ‌to‌ ‌an‌ ‌unpleasant‌ ‌office‌
environment,‌ ‌we‌ ‌s hould‌ ‌avoid‌ ‌taking‌ ‌any‌ ‌negativity‌ ‌personally‌ ‌and‌ ‌work‌ ‌toward‌ ‌an‌ ‌ideal‌ ‌s ituation‌
instead.‌‌
Resolution‌‌
c an‌‌
be‌‌
achieved‌‌
through‌‌
assertive‌‌
m aking‌‌
an‌‌
effort‌‌
to‌‌
understand‌
others,‌‌and‌‌establishing‌‌healthy‌‌boundaries.‌

By‌ ‌c ommunicating‌ ‌assertively,‌ ‌we‌ ‌avoid‌ ‌m aking‌ ‌those‌ ‌around‌ ‌us‌ ‌defensive.‌ ‌W e‌ ‌c an‌ ‌address‌
problematic‌‌behavior‌‌without‌‌c reating‌‌bad‌‌feelings‌‌by‌‌tackling‌‌the‌‌issue‌‌with‌‌an‌‌assertive‌‌m essage.‌‌It’s‌
Pa ge‌‌54‌‌‌o f‌‌71‌

important‌ ‌to‌ ‌both‌ ‌c reate‌ ‌boundaries‌ ‌c oncerning‌ ‌what‌ ‌we‌ ‌will‌ ‌and‌ ‌won’t‌ ‌tolerate‌ ‌and‌ ‌to‌ ‌c ommunicate‌ ‌those‌
boundaries‌ ‌with‌ ‌others.‌ ‌If‌ ‌those‌ ‌boundaries‌ ‌are‌ ‌c rossed,‌ ‌we‌ ‌m ust‌ ‌be‌ ‌willing‌ ‌to‌ ‌protect‌ ‌them‌ ‌in‌ ‌a ‌ ‌c onstructive‌
manner‌‌–‌‌through‌‌assertive‌‌c ommunication.‌

When‌‌
a ‌‌c onflict‌‌
arises,‌‌
we‌‌
s hould‌‌
s eek‌‌
to‌‌
understand‌‌
our‌‌
role‌‌
in‌‌
it‌‌
as‌‌
well‌‌
as‌‌
that‌‌
of‌‌
others.‌‌
By‌‌
understanding‌‌
our‌
own‌ ‌role‌ ‌in‌ ‌a ‌ ‌c onflict,‌ ‌we‌ ‌c an‌ ‌better‌ ‌work‌ ‌toward‌ ‌a ‌ ‌resolution.‌ ‌By‌ ‌s eeking‌ ‌to‌ ‌understand‌ ‌the‌ ‌c onflict‌ ‌from‌ ‌the‌
perspective‌‌of‌‌others,‌‌we‌‌c an‌‌better‌‌reach‌‌a‌‌c ompromise.‌

Interpersonal‌‌conflict‌‌‌is‌‌broadly‌‌defined‌‌as‌‌a‌‌c onflict‌‌between‌‌two‌‌or‌‌m ore‌‌people.‌‌Chambers‌‌English‌
Dictionary‌‌defines‌‌c onflict‌‌as‌‌“a‌‌violent‌‌c ollision:‌‌a‌‌s truggle‌‌or‌‌c ontest:‌‌a‌‌battle:‌‌a‌‌m ental‌‌s truggle”.‌

Interpersonal‌‌
c onflict‌‌
m ay‌‌
therefore‌‌
s tart‌‌
with‌‌
a ‌‌s imple‌‌
disagreement.‌‌
To‌‌
become‌‌
‘conflict’,‌‌
however,‌‌
those‌‌
involved‌
must‌‌escalate‌‌it‌‌beyond‌‌that‌‌disagreement‌‌to‌‌s omething‌‌c onsiderably‌‌m ore.‌

In‌‌
a ‌‌work‌‌
s ituation,‌‌
interpersonal‌‌
c onflict‌‌
is‌‌
generally‌‌
defined‌‌
as‌‌
what‌‌
happens‌‌
when‌‌
one‌‌
person‌‌
or‌‌
group‌‌
of‌‌
people‌
prevents,‌ ‌or‌ ‌attempts‌ ‌to‌ ‌prevent,‌ ‌another‌ ‌person‌ ‌or‌ ‌group‌ ‌from‌ ‌achieving‌ ‌their‌ ‌goals.‌ ‌The‌ ‌first‌ ‌s tep‌ ‌to‌ ‌c onflict‌
resolution‌‌
is‌‌
to‌‌
decide‌‌
what‌‌
s trategy‌‌
you‌‌
are‌‌
going‌‌
to‌‌
use‌‌
to‌‌
address‌‌
it.‌‌
However‌‌
before‌‌
you‌‌
c an‌‌
do‌‌
that,‌‌
you‌‌
need‌‌
to‌
identify‌‌the‌‌root‌‌s ource‌‌of‌‌the‌‌c onflict,‌‌and‌‌therefore‌‌its‌‌type.‌

There‌‌are‌‌three‌‌main‌‌types‌‌of‌‌conflict.‌
1. Personal‌‌
or‌‌
relational‌‌
c onflicts‌‌
are‌‌
usually‌‌
about‌‌
identity‌‌
or‌‌
s elf-image,‌‌
or‌‌
important‌‌
aspects‌‌
of‌‌
a ‌‌relationship‌
such‌‌as‌‌loyalty,‌‌breach‌‌of‌‌c onfidence,‌‌perceived‌‌betrayal‌‌or‌‌lack‌‌of‌‌respect.‌
2. Instrumental‌ ‌c onflicts‌ ‌are‌ ‌about‌ ‌goals,‌ ‌s tructures,‌ ‌procedures‌ ‌and‌ ‌m eans:‌ ‌s omething‌ ‌fairly‌ ‌tangible‌ ‌and‌
structural‌‌within‌‌the‌‌organisation‌‌or‌‌for‌‌an‌‌individual.‌
3. Conflicts‌ ‌of‌ ‌interest‌‌
c oncern‌‌
the‌‌
ways‌‌
in‌‌
which‌‌
the‌‌
m eans‌‌
of‌‌
achieving‌‌
goals‌‌
are‌‌
distributed,‌‌
s uch‌‌
as‌‌
time,‌
money,‌ ‌s pace‌ ‌and‌ ‌s taff.‌ ‌They‌ ‌m ay‌ ‌also‌ ‌be‌ ‌about‌ ‌factors‌ ‌related‌ ‌to‌ ‌these,‌ ‌s uch‌‌
as‌‌
relative‌‌
importance,‌‌
or‌
knowledge‌ ‌and‌ ‌expertise.‌ ‌An‌ ‌example‌ ‌would‌ ‌be‌ ‌a ‌ ‌c ouple‌‌
disagreeing‌‌
over‌‌
whether‌‌
to‌‌
s pend‌‌
a ‌‌bonus‌‌
on‌‌
a ‌
holiday‌‌or‌‌to‌‌repair‌‌the‌‌roof.‌

Pa ge‌‌55‌‌‌o f‌‌71‌

Resolving‌‌Conflict‌

It‌ ‌is‌ ‌important‌ ‌to‌ ‌emphasise‌ ‌that‌ ‌dealing‌ ‌with‌ ‌c onflict‌ ‌early‌ ‌is‌ ‌usually‌ ‌easier,‌ ‌because‌ ‌positions‌ ‌are‌ ‌not‌ ‌s o‌
entrenched,‌‌
others‌‌
are‌‌
less‌‌
likely‌‌
to‌‌
have‌‌
s tarted‌‌
to‌‌
take‌‌
s ides,‌‌
and‌‌
the‌‌
negative‌‌
emotions‌‌
are‌‌
not‌‌
s o‌‌
extreme.‌‌
The‌
best‌‌way‌‌to‌‌address‌‌a‌‌c onflict‌‌in‌‌its‌‌early‌‌s tages‌‌is‌‌through‌‌negotiation‌‌between‌‌the‌‌participants.‌

Later‌‌
on,‌‌
those‌‌
in‌‌
c onflict‌‌
are‌‌
likely‌‌
to‌‌
need‌‌
the‌‌
s upport‌‌
of‌‌
m ediation,‌‌
or‌‌
even‌‌
arbitration‌‌
or‌‌
a ‌‌c ourt‌‌
judgement,‌‌
s o‌‌
it‌‌
is‌
much‌ ‌better‌ ‌to‌ ‌resolve‌ ‌things‌ ‌early.‌ ‌There‌ ‌are‌ ‌five‌ ‌m ain‌ ‌s trategies‌ ‌for‌ ‌dealing‌ ‌with‌ ‌c onflicts,‌ ‌all‌ ‌of‌ ‌which‌ ‌c an‌ ‌be‌
considered‌‌in‌‌terms‌‌of‌‌who‌‌wins‌‌and‌‌who‌‌loses.‌

5‌‌Strategies‌‌for‌‌Dealing‌‌with‌‌Conflict‌
1. Compete‌‌or‌‌Fight‌
This‌‌
is‌‌
the‌‌
c lassic‌‌
win/lose‌‌
s ituation,‌‌
where‌‌
the‌‌
s trength‌‌
and‌‌
power‌‌
of‌‌
one‌‌
person‌‌
wins‌‌
the‌‌
c onflict.‌‌
It‌‌
has‌‌
its‌‌
place,‌
but‌ ‌anyone‌ ‌using‌ ‌it‌ ‌needs‌‌
to‌‌
be‌‌
aware‌‌
that‌‌
it‌‌
will‌‌
c reate‌‌
a ‌‌loser‌‌
and,‌‌
if‌‌
that‌‌
loser‌‌
has‌‌
no‌‌
outlet‌‌
for‌‌
expressing‌‌
their‌
concerns,‌‌
then‌‌
it‌‌
will‌‌
lead‌‌
to‌‌
bad‌‌
feeling.‌‌
This‌‌
s trategy‌‌
is‌‌
probably‌‌
best‌‌
only‌‌
used‌‌
where‌‌
little‌‌
or‌‌
no‌‌
further‌‌
c ontact‌‌
is‌
necessary‌‌between‌‌the‌‌individuals‌‌or‌‌groups‌‌c oncerned.‌

2. Collaboration‌
This‌‌
is‌‌
the‌‌
ideal‌‌
outcome:‌‌
a ‌‌win/win‌‌
s ituation.‌‌
However,‌‌
it‌‌
requires‌‌
input‌‌
of‌‌
time‌‌
from‌‌
those‌‌
involved‌‌
to‌‌
work‌‌
through‌
the‌‌
difficulties,‌‌
and‌‌
find‌‌
a ‌‌way‌‌
to‌‌
s olve‌‌
the‌‌
problem‌‌
that‌‌
is‌‌
agreeable‌‌
to‌‌
all.‌‌
This‌‌
m ay‌‌
be‌‌
hard‌‌
work,‌‌
especially‌‌
if‌‌
the‌
positions‌‌
have‌‌
already‌‌
become‌‌
entrenched,‌‌
but‌‌
it‌‌
is‌‌
also‌‌
likely‌‌
to‌‌
be‌‌
the‌‌
best‌‌
possible‌‌
s tarting‌‌
point‌‌
early‌‌
in‌‌
a ‌‌c onflict‌
situation.‌

3. Compromise‌‌or‌‌Negotiation‌
This‌‌
is‌‌
likely‌‌
to‌‌
result‌‌
in‌‌
a ‌‌better‌‌
result‌‌
than‌‌
win/lose,‌‌
but‌‌
it’s‌‌
not‌‌
quite‌‌
win/win.‌‌
You‌‌
c ould‌‌
c all‌‌
it‌‌
a ‌‌noscore‌‌
draw.‌‌
Both‌
parties‌‌
give‌‌
up‌‌
s omething‌‌
in‌‌
favour‌‌
of‌‌
an‌‌
agreed‌‌
m id-point‌‌
s olution.‌‌
This‌‌
effectively‌‌
results‌‌
in‌‌
a ‌‌s olution‌‌
that‌‌
pleases‌
nobody‌‌
very‌‌
m uch,‌‌
but‌‌
hopefully‌‌
will‌‌
not‌‌
offend‌‌
or‌‌
upset‌‌
anyone‌‌
too‌‌
m uch.‌‌
It‌‌
takes‌‌
less‌‌
time‌‌
than‌‌
c ollaboration,‌‌
but‌
is‌‌likely‌‌to‌‌result‌‌in‌‌less‌‌c ommitment‌‌to‌‌the‌‌outcome‌‌because‌‌it‌‌is‌‌nobody’s‌‌preferred‌‌option.‌

Pa ge‌‌56‌‌‌o f‌‌71‌

4. Denial‌‌or‌‌Avoidance‌
This‌ ‌is‌ ‌where‌ ‌everyone‌ ‌pretends‌ ‌there‌ ‌is‌ ‌no‌ ‌problem.‌ ‌This‌ ‌s trategy‌ ‌is‌ ‌used‌ ‌s urprisingly‌ ‌often‌ ‌and‌ ‌c an‌ ‌be‌ ‌quite‌
effective.‌‌
It‌‌
is‌‌
particularly‌‌
helpful‌‌
if‌‌
those‌‌
in‌‌
c onflict‌‌
need‌‌
time‌‌
to‌‌
‘cool‌‌
down’‌‌
before‌‌
any‌‌
discussion,‌‌
or‌‌
if‌‌
the‌‌
c onflict‌‌
is‌
unimportant‌‌and‌‌will‌‌s imply‌‌resolve‌‌itself‌‌given‌‌time.‌

However,‌ ‌it‌ ‌c annot‌ ‌be‌ ‌used‌ ‌if‌ ‌the‌‌
c onflict‌‌
won’t‌‌
just‌‌
die‌‌
down.‌‌
Under‌‌
these‌‌
c ircumstances,‌‌
using‌‌
this‌‌
s trategy‌‌
will‌
create‌ ‌a ‌ ‌lose/lose‌ ‌s ituation:‌ ‌there‌ ‌will‌ ‌s till‌ ‌be‌ ‌bad‌ ‌feeling,‌ ‌but‌ ‌no‌ ‌c learing‌ ‌the‌ ‌air‌ ‌through‌ ‌discussion.‌ ‌It‌‌
results,‌‌
in‌
Transactional‌‌Analysis‌‌terms,‌‌in‌‌‘I’m‌‌not‌‌O K,‌‌you’re‌‌not‌‌O K’.‌‌This‌‌c an‌‌result‌‌in‌‌s erious‌‌s tress‌‌for‌‌those‌‌involved.‌

5. Smoothing‌‌O ver‌‌the‌‌Problem‌
On‌‌
the‌‌
s urface,‌‌
harmony‌‌
is‌‌
m aintained‌‌
but,‌‌
underneath,‌‌
there‌‌
is‌‌
s till‌‌
c onflict.‌‌
This‌‌
is‌‌
s imilar‌‌
to‌‌
the‌‌
s ituation‌‌
above,‌
except‌ ‌that‌‌
one‌‌
person‌‌
is‌‌
probably‌‌
O K‌‌
with‌‌
this‌‌
s moothing,‌‌
while‌‌
the‌‌
other‌‌
remains‌‌
in‌‌
c onflict,‌‌
c reating‌‌
a ‌‌win/lose‌
situation‌‌
again.‌‌
It‌‌
c an‌‌
work‌‌
where‌‌
preserving‌‌
a ‌‌relationship‌‌
is‌‌
m ore‌‌
important‌‌
than‌‌
dealing‌‌
with‌‌
the‌‌
c onflict‌‌
right‌‌
now.‌
It‌‌is,‌‌however,‌‌not‌‌very‌‌useful‌‌if‌‌one‌‌person,‌‌or‌‌others‌‌outside‌‌the‌‌c onflict,‌‌feel‌‌that‌‌the‌‌s ituation‌‌m ust‌‌be‌‌resolved.‌

Essential‌‌Skills‌‌for‌‌Handling‌‌Conflict‌
There‌‌
are‌‌
a ‌‌wide‌‌
range‌‌
of‌‌
useful‌‌
s kills‌‌
for‌‌
handling‌‌
c onflict.‌‌
Possibly‌‌
the‌‌
m ost‌‌
important‌‌
is‌‌
assertiveness.‌‌
You‌‌
need‌
to‌‌be‌‌able‌‌to‌‌express‌‌your‌‌views‌‌c learly‌‌and‌‌firmly,‌‌but‌‌without‌‌aggression.‌
One‌ ‌m odel‌ ‌to‌ ‌use‌ ‌is‌‌
‘Describe‌‌
the‌‌
s ituation,‌‌
Express‌‌
your‌‌
feelings‌‌
and‌‌
Specify‌‌
what‌‌
you‌‌
want‌‌
done’,‌‌
but‌‌
for‌‌
m ore‌
information,‌‌and‌‌ideas‌‌for‌‌developing‌‌your‌‌assertiveness,‌‌s ee‌‌our‌‌Assertiveness‌‌s ection.‌

It‌‌
is‌‌
also‌‌
helpful‌‌
to‌‌
think‌‌
about‌‌
how‌‌
you‌‌
c ommunicate‌‌
about‌‌
the‌‌
s ituation.‌‌
W hen‌‌
you‌‌
want‌‌
to‌‌
talk‌‌
about‌‌
the‌‌
effect‌‌
of‌
the‌ ‌c onflict‌ ‌or‌ ‌the‌ ‌other‌ ‌person’s‌ ‌behavior,‌ ‌it‌ ‌is‌ ‌m ost‌ ‌effective‌ ‌to‌ ‌use‌ ‌‘I’‌ ‌s tatements.‌ ‌In‌ ‌other‌ ‌words,‌ ‌you‌ ‌s hould‌
explain‌‌the‌‌effect‌‌of‌‌particular‌‌behaviors‌‌or‌‌actions‌‌on‌‌you.‌

You‌ ‌also‌ ‌need‌ ‌to‌ ‌practice‌ ‌active‌ ‌listening‌ ‌to‌ ‌ensure‌ ‌that‌ ‌you‌ ‌fully‌ ‌understand‌ ‌the‌‌
position‌‌
of‌‌
those‌‌
involved‌‌
in‌‌
the‌
conflict.‌ ‌This‌ ‌is‌ ‌true‌ ‌whether‌ ‌you‌ ‌are‌ ‌an‌ ‌active‌ ‌participant‌ ‌or‌ ‌a ‌ ‌potential‌ ‌m ediator.‌ ‌Check‌ ‌out‌ ‌our‌ ‌page‌ ‌on‌‌
Active‌
Listening‌‌for‌‌m ore‌‌information.‌

Pa ge‌‌57‌‌‌o f‌‌71‌

It‌ ‌is‌‌
also‌‌
helpful‌‌
to‌‌
understand‌‌
and‌‌
recognize‌‌
emotion‌‌
in‌‌
both‌‌
yourself‌‌
and‌‌
others.‌‌
Emotions‌‌
are‌‌
never‌
good‌ ‌or‌‌
bad,‌‌
but‌‌
s imply‌‌
appropriate‌‌
or‌‌
inappropriate.‌‌
A ‌‌useful‌‌
s kill‌‌
in‌‌
m anaging‌‌
c onflict‌‌
is‌‌
to‌‌
be‌‌
able‌‌
to‌
help‌ ‌others‌ ‌recognize‌ ‌when‌ ‌particular‌ ‌emotions‌ ‌are‌ ‌inappropriate,‌ ‌and‌ ‌when‌ ‌it‌ ‌is‌ ‌likely‌ ‌to‌ ‌be‌ ‌fine‌ ‌to‌
express‌ ‌them.‌ ‌For‌ ‌m ore,‌ ‌look‌ ‌at‌ ‌our‌ ‌pages‌ ‌on‌ ‌Managing‌ ‌Emotions‌ ‌and‌ ‌Understanding‌ ‌O thers.‌ ‌You‌
might‌‌also‌‌find‌‌it‌‌helpful‌‌to‌‌read‌‌our‌‌pages‌‌on‌‌Emotional‌‌Intelligence.‌

One‌‌particular‌‌part‌‌of‌‌emotional‌‌intelligence‌‌which‌‌is‌‌likely‌‌to‌‌be‌‌particularly‌‌useful‌‌is‌‌empathy.‌‌This‌‌is‌‌the‌
skill‌‌of‌‌being‌‌able‌‌to‌‌put‌‌yourself‌‌in‌‌other‌‌people’s‌‌s hoes,‌‌and‌‌s upporting‌‌those‌‌involved‌‌to‌‌do‌‌the‌‌s ame.‌

Finally,‌‌
in‌‌
handling‌‌
c onflict‌‌
both‌‌
as‌‌
a ‌‌direct‌‌
participant‌‌
and‌‌
as‌‌
a ‌‌potential‌‌
m ediator,‌‌
it‌‌
is‌‌
important‌‌
to‌‌
know‌
your‌‌
limitations.‌‌
If‌‌
you‌‌
reach‌‌
a ‌‌point‌‌
where‌‌
you‌‌
don’t‌‌
feel‌‌
c onfident‌‌
that‌‌
your‌‌
intervention‌‌
is‌‌
going‌‌
to‌‌
help,‌
then‌ ‌it’s‌‌
O K‌‌
to‌‌
s tep‌‌
back‌‌
and‌‌
ask‌‌
for‌‌
help.‌‌
Sometimes‌‌
you‌‌
m ight‌‌
need‌‌
to‌‌
involve‌‌
s omeone‌‌
else,‌‌
s uch‌
as‌‌
a ‌‌trained‌‌
m ediator,‌‌
and‌‌
that’s‌‌
fine.‌‌
It‌‌
is‌‌
m uch‌‌
better‌‌
to‌‌
ask‌‌
for‌‌
help‌‌
than‌‌
to‌‌
s tep‌‌
in‌‌
and‌‌
m ake‌‌
m atters‌
worse.‌


Individual‌‌activities:‌

❖‌‌‌Use‌‌the‌‌‘Welcome,‌‌O vercome,‌‌Q uestion’‌‌technique‌‌for‌‌objection‌‌handling.‌

One‌‌
of‌‌
the‌‌
hardest‌‌
things‌‌
for‌‌
a ‌‌new‌‌
agent‌‌
to‌‌
learn‌‌
is‌‌
how‌‌
to‌‌
get‌‌
past‌‌
an‌‌
objection.‌‌
Particularly‌‌
in‌‌
s ervice‌
roles,‌‌helping‌‌a‌‌c ustomer‌‌without‌‌totally‌‌giving‌‌in‌‌to‌‌them‌‌is‌‌one‌‌of‌‌the‌‌m ost‌‌important‌‌lessons.‌

A‌ ‌popular‌ ‌approach‌ ‌is‌ ‌the‌ ‌W OQ‌ ‌technique:‌ ‌W elcome,‌ ‌O vercome,‌ ‌Q uestion.‌ ‌It‌ ‌teaches‌ ‌the‌ ‌agent‌ ‌to‌
engage‌‌
with‌‌
the‌‌
objection,‌‌
c ounter‌‌
it,‌‌
and‌‌
take‌‌
c ontrol‌‌
of‌‌
the‌‌
s ituation.‌‌
A ‌‌W OQ‌‌
response‌‌
to‌‌
an‌‌
objection‌
around‌‌pricing‌‌would‌‌look‌‌s omething‌‌like‌‌this:‌

‌W elcome‌‌–‌‌I‌‌appreciate‌‌you‌‌raising‌‌this‌‌with‌‌m e…‌
‌O vercome‌‌–‌‌O ur‌‌pricing‌‌reflects‌‌a‌‌c ompetitive‌‌offer‌‌with‌‌no‌‌hidden‌‌c osts…‌
Pa ge‌‌58‌‌‌o f‌‌71‌

‌Q uestion‌‌–‌‌Have‌‌you‌‌used‌‌a‌‌s ervice‌‌like‌‌this‌‌before…?‌

Gather‌‌real‌‌objections‌‌you’ve‌‌encountered‌‌for‌‌the‌‌group‌‌to‌‌practise‌‌with.‌

❖‌‌‌Ask‌‌students‌‌w hy‌‌they‌‌should‌‌empathise‌

Empathy‌ ‌is‌ ‌vitally‌ ‌important‌‌
to‌‌
how‌‌
c ontact‌‌
c entres‌‌
run.‌‌
The‌‌
ability‌‌
to‌‌
s upport‌‌
a ‌‌c ustomer’s‌‌
emotional‌
needs‌ ‌c an‌ ‌be‌ ‌even‌‌
m ore‌‌
important‌‌
than‌‌
finding‌‌
them‌‌
a ‌‌quick‌‌
s olution.‌‌
It’s‌‌
tough‌‌
to‌‌
teach,‌‌
though,‌‌
and‌
agents‌ ‌c an‌ ‌understandably‌ ‌have‌ ‌trouble‌ ‌empathising‌ ‌with‌ ‌the‌ ‌large‌ ‌numbers‌ ‌of‌ ‌people‌ ‌they‌ ‌interact‌
with.‌ ‌W hat’s‌ ‌m ore,‌ ‌empathy‌ ‌is‌ ‌m ost‌ ‌important‌ ‌in‌ ‌s ituations‌ ‌where‌ ‌it‌‌
is‌‌
hard‌‌
to‌‌
achieve‌‌
– ‌‌with‌‌
difficult‌
customers.‌

Come‌ ‌up‌ ‌with‌ ‌s ome‌ ‌s cenarios‌ ‌where‌ ‌a ‌ ‌c ustomer‌ ‌is‌ ‌being‌ ‌rude‌‌
or‌‌
uncooperative.‌‌
W rite‌‌
them‌‌
out‌‌
like‌
this:‌‌“Mrs‌‌A‌‌has‌‌c alled‌‌to‌‌c omplain‌‌about‌‌her‌‌direct‌‌debit.‌‌She‌‌is‌‌very‌‌impatient‌‌because_______.”‌

The‌‌
s tudent’s‌‌
job‌‌
is‌‌
to‌‌
imagine‌‌
a ‌‌reason‌‌
for‌‌
Mrs‌‌
A’s‌‌
impatience,‌‌
s uch‌‌
as‌‌
“She‌‌
is‌‌
very‌‌
impatient‌‌
because‌
she‌‌recently‌‌lost‌‌her‌‌job.”‌

The‌ ‌aim‌ ‌of‌ ‌this‌ ‌lesson‌ ‌is‌ ‌not‌‌
to‌‌
help‌‌
agents‌‌
guess‌‌
the‌‌
c auses‌‌
of‌‌
s tress‌‌
in‌‌
c ustomers’‌‌
personal‌‌
lives.‌
Instead,‌‌
it‌‌
helps‌‌
agents‌‌
to‌‌
remember‌‌
that‌‌
all‌‌
c ustomers‌‌
have‌‌
s tress‌‌
factors‌‌
to‌‌
deal‌‌
with,‌‌
and‌‌
that‌‌
they‌
still‌‌need‌‌to‌‌be‌‌treated‌‌even-handedly.‌

Pa ge‌‌59‌‌‌o f‌‌71‌

Lesson‌‌9 :‌‌Supervisory‌‌Behavior‌

Introduction:‌

Leadership‌‌
is‌‌
the‌‌
art‌‌
or‌‌
process‌‌
of‌‌
influencing‌‌
people‌‌
s o‌‌
that‌‌
they‌‌
will‌‌
s trive‌‌
willingly‌‌
and‌‌
enthusiastically‌
toward‌ ‌the‌ ‌achievement‌ ‌of‌ ‌group‌ ‌goals.‌ ‌It‌‌
is‌‌
the‌‌
relationship‌‌
in‌‌
which‌‌
one‌‌
person‌‌
influences‌‌
others‌‌
to‌
work‌‌
on‌‌
related‌‌
tasks.‌‌
It‌‌
is‌‌
a ‌‌m anagerial‌‌
activity‌‌
that‌‌
m aximizes‌‌
productivity,‌‌
s timulates‌‌
c reative‌‌
problem‌
solving‌ ‌and‌ ‌promotes‌ ‌m orale‌ ‌and‌ ‌s atisfaction.‌ ‌It‌ ‌is‌‌
the‌‌
art‌‌
and‌‌
process‌‌
of‌‌
getting‌‌
people‌‌
do‌‌
or‌‌
not‌‌
do‌
certain‌‌activities.‌‌It‌‌is‌‌the‌‌c entral‌‌function‌‌of‌‌m anaging‌‌any‌‌organization.‌

In‌ ‌s ocial‌ ‌s cience‌ ‌literature,‌ ‌leadership‌ ‌appears‌ ‌in‌ ‌three‌ ‌m eanings:‌ ‌1)‌ ‌attribute‌ ‌of‌ ‌a ‌ ‌position;‌ ‌2)‌
characteristics‌‌
of‌‌
a ‌‌person;‌‌
and‌‌
3)‌‌
c ategory‌‌
of‌‌
a ‌‌behavior.‌‌
Studies‌‌
of‌‌
leadership‌‌
have‌‌
produced‌‌
theories‌
involving‌ ‌traits,‌ ‌s ituational‌ ‌interaction,‌ ‌function,‌ ‌behavior,‌ ‌power,‌ ‌vision‌ ‌and‌ ‌values,‌ ‌c harisma,‌ ‌and‌
intelligence,‌‌among‌‌others.‌



• To‌‌discuss‌‌Understanding‌‌the‌‌Leadership‌‌Process;‌
• To‌ ‌Develop‌‌leadership‌‌s kills;‌‌and‌
• To‌‌know‌‌how‌‌to‌ ‌Acquire‌‌and‌‌use‌‌power‌‌in‌‌organization‌


Leadership‌ ‌is‌ ‌the‌ ‌ability‌ ‌to‌ ‌c onsistently‌‌

deliver‌‌
extraordinary‌‌
results‌‌
by‌‌
m aking‌‌
decisions‌‌
about‌‌
values‌
and‌ ‌resources.‌ ‌It‌ ‌is‌ ‌also‌ ‌the‌ ‌c apacity‌ ‌for‌ ‌s etting‌ ‌s trategy‌ ‌– ‌ ‌allocating‌ ‌s carce‌ ‌resources‌ ‌in‌ ‌a ‌
differentiated‌‌m anner‌‌that‌‌leads‌‌to‌‌s ustainable‌‌results.‌

Leadership‌‌is‌‌perceived‌‌and‌‌described‌‌as‌‌any‌‌or‌‌a‌‌c ombination‌‌of‌‌the‌‌following‌‌elements:‌
• As‌‌an‌‌act‌‌or‌‌behavior‌ As‌‌personality‌‌and‌‌its‌‌effect‌
• As‌‌an‌‌effect‌‌of‌‌interaction‌ As‌‌an‌‌attribute‌‌of‌‌a‌‌position‌
Pa ge‌‌60‌‌‌o f‌‌71‌

• As‌‌an‌‌exercise‌‌of‌‌influence‌ As‌‌an‌‌art‌
• As‌‌a‌‌form‌‌of‌‌persuasion‌
• As‌‌an‌‌act‌‌of‌‌inducing‌‌c ompliance‌
• As‌‌a‌‌power‌‌relation‌
• As‌‌a‌‌focus‌‌of‌‌group‌‌processes‌
• As‌‌an‌‌instrument‌‌of‌‌goal‌‌achievement‌
• As‌‌an‌‌initiation‌‌of‌‌s tructure‌
• As‌‌a‌‌differentiated‌‌role‌

Types‌‌of‌‌Leadership‌
1. Transactional‌‌Leadership‌
‌Managers‌ ‌using‌ ‌the‌ ‌transactional‌ ‌leadership‌ ‌s tyle‌ ‌receive‌ ‌c ertain‌ ‌tasks‌ ‌to‌ ‌perform‌ ‌and‌ ‌provide‌ ‌rewards‌ ‌or‌
punishments‌ ‌to‌ ‌team‌ ‌m embers‌ ‌based‌ ‌on‌ ‌performance‌ ‌results.‌ ‌Managers‌ ‌and‌ ‌team‌ ‌m embers‌ ‌s et‌
predetermined‌ ‌goals‌ ‌together,‌ ‌and‌ ‌employees‌ ‌agree‌ ‌to‌ ‌follow‌ ‌the‌ ‌direction‌ ‌and‌ ‌leadership‌‌
of‌‌
the‌‌
m anager‌‌
to‌
accomplish‌‌
those‌‌
goals.‌‌
The‌‌
m anager‌‌
possesses‌‌
power‌‌
to‌‌
review‌‌
results‌‌
and‌‌
train‌‌
or‌‌
c orrect‌‌
employees‌‌
when‌
team‌‌m embers‌‌fail‌‌to‌‌m eet‌‌goals.‌‌Employees‌‌receive‌‌rewards,‌‌s uch‌‌as‌‌bonuses,‌‌when‌‌they‌‌accomplish‌‌goals.‌
2. Transformational‌‌Leadership‌
‌The‌‌
transformational‌‌
leadership‌‌
s tyle‌‌
depends‌‌
on‌‌
high‌‌
levels‌‌
of‌‌
from‌‌
m anagement‌‌
to‌‌
m eet‌‌
goals.‌
Leaders‌‌
m otivate‌‌
employees‌‌
and‌‌
enhance‌‌
productivity‌‌
and‌‌
efficiency‌‌
through‌‌
and‌‌
high‌‌
visibility.‌
This‌ ‌s tyle‌ ‌of‌ ‌leadership‌ ‌requires‌ ‌the‌ ‌involvement‌ ‌of‌ ‌m anagement‌ ‌to‌ ‌m eet‌ ‌goals.‌ ‌Leaders‌ ‌focus‌ ‌on‌ ‌the‌ ‌big‌
picture‌‌within‌‌an‌‌organization‌‌and‌‌delegate‌‌s maller‌‌tasks‌‌to‌‌the‌‌team‌‌to‌‌accomplish‌‌goals.‌
3. Transcending‌‌Leadership‌
‌A ‌ ‌variant‌ ‌of‌ ‌transforming‌ ‌relationship,‌ ‌is‌ ‌a ‌ ‌dynamic‌ ‌leadership‌‌
in‌‌
the‌‌
s ense‌‌
that‌‌
leaders‌‌
throw‌‌
themselves‌‌
into‌‌
a ‌
relationship‌ ‌with‌ ‌followers‌ ‌who‌ ‌will‌ ‌feel‌ ‌“elevated”‌ ‌by‌ ‌it‌ ‌and‌ ‌often‌ ‌become‌ ‌m ore‌ ‌active‌ ‌themselves,‌ ‌thereby‌
creating‌‌new‌‌c adres‌‌of‌‌leaders.‌‌Transcending‌‌leadership‌‌is‌‌leadership‌‌engaged.‌
4. Reform‌‌Leadership‌
One‌‌that‌‌s eeks‌‌c hange‌‌through‌‌gradual‌‌m eans.‌‌A‌
reformer‌‌is‌‌“an‌‌insistent‌‌exclusivist‌‌particularist.”‌

Pa ge‌‌61‌‌‌o f‌‌71‌

5. Revolutionary‌‌Leadership‌
‌O ne‌‌
who‌‌
s eeks‌‌
c omplete,‌‌
pervasive,‌‌
profound‌‌
and‌‌
radical‌‌
transformation‌‌
of‌‌
the‌‌
entire‌‌
s ocial,‌‌
economic‌‌
or‌‌
political‌
system.‌
6. Visionary‌‌Leadership-‌‌‌Moves‌‌people‌‌toward‌‌s hared‌‌dreams.‌
7. Coaching‌‌Leadership‌-‌‌Connects‌‌what‌‌a‌‌person‌‌wants‌‌with‌‌the‌‌organizational‌‌goals.‌
8. Affiliative‌‌Leadership‌-‌‌Creates‌‌harmony‌‌by‌‌c onnecting‌‌people‌‌to‌‌each‌‌other.‌
9. Democratic‌‌Leadership‌-‌‌Values‌‌people’s‌‌output‌‌and‌‌get‌‌c ommitment‌‌through‌‌participation.‌
10. Pacesetting‌‌Leadership‌-‌‌Meets‌‌c hallenging‌‌and‌‌exciting‌‌goals‌
11. Commanding‌‌Leadership‌-‌‌Soothes‌‌fear‌‌by‌‌giving‌‌c lear‌‌directions‌‌in‌‌an‌‌emergency.‌

The‌‌Formation‌‌of‌‌Values‌
Our‌ ‌c haracter‌ ‌and‌ ‌personality‌ ‌are‌ ‌m olded‌ ‌through‌‌
the‌‌
attitudes‌‌
and‌‌
behavior‌‌
of‌‌
the‌‌
people‌‌
who‌‌
raise‌‌
us,‌‌
whether‌
they’re‌ ‌our‌ ‌parents‌ ‌or‌ ‌other‌ ‌relatives.‌ ‌Their‌ ‌behaviors‌ ‌determine‌ ‌in‌ ‌large‌ ‌part‌ ‌what‌ ‌will‌‌
s ubsequently‌‌
become‌‌
our‌
most‌‌important‌‌beliefs‌‌and‌‌principles.‌

First‌‌
we‌‌
learn‌‌
to‌‌
appreciate‌‌
things‌‌
that‌‌
fulfill‌‌
our‌‌
basic‌‌
needs,‌‌
but‌‌
we‌‌
value‌‌
especially‌‌
those‌‌
people‌‌
that‌‌
provide‌‌
them‌
to‌ ‌us.‌ ‌Their‌ ‌behavior‌ ‌towards‌‌
us‌‌
becomes‌‌
the‌‌
m ain‌‌
reference‌‌
of‌‌
what‌‌
is‌‌
valuable.‌‌
Values‌‌
are‌‌
often‌‌
c onfused‌‌
with‌
habits,‌‌
and‌‌
m any‌‌
parents‌‌
hope‌‌
that‌‌
s chool‌‌
will‌‌
form‌‌
the‌‌
values‌‌
that‌‌
were‌‌
not‌‌
instilled‌‌
at‌‌
home.‌‌
This‌‌
is‌‌
not‌‌
possible,‌
because‌‌s chool‌‌does‌‌not‌‌fulfill‌‌the‌‌basic‌‌needs‌‌of‌‌life…‌‌that‌‌is‌‌the‌‌responsibility‌‌of‌‌those‌‌who‌‌raise‌‌us.‌

We‌ ‌c an‌ ‌s peak‌ ‌of‌ ‌universal‌ ‌values,‌ ‌because‌ ‌ever‌ ‌s ince‌ ‌human‌ ‌beings‌ ‌have‌‌
lived‌‌
in‌‌
c ommunity,‌‌
they‌‌
have‌‌
had‌‌
to‌
establish‌ ‌principles‌ ‌to‌ ‌guide‌ ‌their‌ ‌behavior‌ ‌towards‌ ‌others.‌ ‌In‌ ‌this‌ ‌s ense,‌ ‌honesty,‌ ‌responsibility,‌ ‌truth,‌ ‌s olidarity,‌
cooperation,‌‌tolerance,‌‌respect‌‌and‌‌peace,‌‌among‌‌others,‌‌are‌‌c onsidered‌‌universal‌‌values.‌

Kinds‌‌of‌‌Values‌

1.‌ Personal‌‌Values‌
Pa ge‌‌62‌‌‌o f‌‌71‌

These‌‌
are‌‌
c onsidered‌‌
essential‌‌
principles‌‌
on‌‌
which‌‌
we‌‌
build‌‌
our‌‌
life‌‌
and‌‌
guide‌‌
us‌‌
to‌‌
relate‌‌
with‌‌
other‌‌
people.‌‌
They‌
are‌ ‌usually‌ ‌a ‌ ‌blend‌ ‌of‌ ‌family‌ ‌values‌‌
and‌‌
s ocial-cultural‌‌
values,‌‌
together‌‌
with‌‌
our‌‌
own‌‌
individual‌‌
ones,‌‌
according‌‌
to‌
our‌‌experiences.‌

2. Family‌‌Values‌
These‌ ‌are‌ ‌valued‌ ‌in‌ ‌a ‌ ‌family‌ ‌are‌ ‌c onsidered‌ ‌either‌‌
good‌‌
or‌‌
bad.‌‌
These‌‌
derive‌‌
from‌‌
the‌‌
fundamental‌‌
beliefs‌‌
of‌‌
the‌
parents,‌‌
who‌‌
use‌‌
them‌‌
to‌‌
educate‌‌
their‌‌
c hildren.‌‌
They‌‌
are‌‌
the‌‌
basic‌‌
principles‌‌
and‌‌
guidelines‌‌
of‌‌
our‌‌
initial‌‌
behavior‌‌
in‌
society,‌‌and‌‌are‌‌c onveyed‌‌through‌‌our‌‌behaviors‌‌in‌‌the‌‌family,‌‌from‌‌the‌‌s implest‌‌to‌‌the‌‌m ost‌‌c omplex.‌

3. Social-Cultural‌‌Values‌
These‌‌
are‌‌
the‌‌
prevailing‌‌
values‌‌
of‌‌
our‌‌
s ociety,‌‌
which‌‌
c hange‌‌
with‌‌
time,‌‌
and‌‌
either‌‌
c oincide‌‌
or‌‌
not‌‌
with‌‌
our‌‌
family‌‌
or‌
personal‌‌
values.‌‌
They‌‌
c onstitute‌‌
a ‌‌c omplex‌‌
m ix‌‌
of‌‌
different‌‌
values,‌‌
and‌‌
at‌‌
times‌‌
they‌‌
c ontradict‌‌
one‌‌
another,‌‌
or‌‌
pose‌
a‌‌dilemma.‌

4. Material‌‌Values‌
These‌ ‌values‌‌
allow‌‌
us‌‌
to‌‌
s urvive,‌‌
and‌‌
are‌‌
related‌‌
to‌‌
our‌‌
basic‌‌
needs‌‌
as‌‌
human‌‌
beings,‌‌
s uch‌‌
as‌‌
food‌‌
and‌‌
c lothing‌
and‌‌
protection‌‌
from‌‌
the‌‌
environment.‌‌
They‌‌
are‌‌
fundamental‌‌
needs,‌‌
part‌‌
of‌‌
the‌‌
c omplex‌‌
web‌‌
that‌‌
is‌‌
c reated‌‌
between‌
personal,‌ ‌family‌ ‌and‌ ‌s ocial-cultural‌ ‌values.‌ ‌If‌ ‌exaggerated,‌ ‌m aterial‌ ‌values‌ ‌c an‌ ‌be‌ ‌in‌ ‌c ontradiction‌ ‌with‌ ‌s piritual‌
values.‌

5. Spiritual‌‌Values‌
They‌ ‌refer‌ ‌to‌ ‌the‌ ‌importance‌ ‌we‌ ‌give‌ ‌to‌ ‌non-material‌ ‌aspects‌ ‌in‌ ‌our‌ ‌lives.‌‌
They‌‌
are‌‌
part‌‌
of‌‌
our‌‌
human‌‌
needs‌‌
and‌
allow‌‌us‌‌to‌‌feel‌‌fulfilled.‌‌They‌‌add‌‌m eaning‌‌and‌‌foundation‌‌to‌‌our‌‌life,‌‌as‌‌do‌‌religious‌‌beliefs.‌

6. Moral‌‌Values‌
The‌‌attitudes‌‌and‌‌behaviors‌‌that‌‌a‌‌s ociety‌‌c onsiders‌‌essential‌‌for‌‌c oexistence,‌‌order,‌‌and‌‌general‌‌wellbeing.‌
Pa ge‌‌63‌‌‌o f‌‌71‌

Lesson‌‌1 0:‌‌Environmental‌‌Adaption‌‌a nd‌‌Organizational‌‌Effectiveness‌

Introduction:‌

As‌‌
m uch‌‌
as‌‌
individual‌‌
and‌‌
team‌‌
level‌‌
factors‌‌
influence‌‌
work‌‌
attitudes‌‌
and‌‌
behaviors,‌‌
the‌‌
organization’s‌
structure‌ ‌c an‌ ‌be‌ ‌an‌ ‌even‌ ‌m ore‌ ‌powerful‌ ‌influence‌ ‌over‌ ‌employee‌ ‌actions.‌ ‌O rganizational‌ ‌s tructure1‌
refers‌‌
to‌‌
how‌‌
the‌‌
work‌‌
of‌‌
individuals‌‌
and‌‌
teams‌‌
within‌‌
an‌‌
organization‌‌
is‌‌
c oordinated.‌‌
In‌‌
order‌‌
to‌‌
achieve‌
goals‌‌
and‌‌
objectives,‌‌
individual‌‌
work‌‌
needs‌‌
to‌‌
be‌‌
c oordinated‌‌
and‌‌
m anaged.‌‌
Structure‌‌
is‌
a‌ ‌valuable‌ ‌tool‌ ‌in‌‌
achieving‌‌
c oordination,‌‌
as‌‌
it‌‌
s pecifies‌‌
reporting‌‌
relationships‌‌
(who‌‌
reports‌‌
to‌‌
whom),‌
delineates‌ ‌formal‌ ‌c ommunication‌ ‌c hannels,‌ ‌and‌ ‌describes‌ ‌how‌ ‌s eparate‌ ‌actions‌ ‌of‌ ‌individuals‌ ‌are‌
linked‌‌together.‌



• To‌‌illustrate‌‌Culture‌‌and‌‌its‌‌Effects‌‌of‌‌the‌‌organization;‌
• To‌‌examine‌ ‌The‌‌individual‌‌and‌‌the‌‌Factors‌‌effecting‌‌the‌‌environment;‌
• To‌‌construct‌‌managerial‌‌decision‌‌and‌‌manage‌‌environmental‌‌change;‌‌and‌ ‌•‌‌To‌‌develop‌
Effective‌‌Organization‌


Organizational‌‌change‌
is‌‌
the‌‌ m ovement‌‌ of‌‌
an‌‌
organization‌‌ from‌‌ one‌‌ s tate‌‌
of‌‌
affairs‌‌
to‌‌ another.‌‌ O rganizational‌‌ c hange‌‌ c an‌‌
take‌
many‌ ‌forms.‌ ‌It‌ ‌m ay‌ ‌involve‌ ‌a ‌ ‌c hange‌ ‌in‌ ‌a ‌ ‌c ompany’s‌ ‌s tructure,‌ ‌s trategy,‌ ‌policies,‌ ‌procedures,‌
technology,‌ ‌or‌ ‌c ulture.‌ ‌The‌ ‌c hange‌ ‌m ay‌ ‌be‌ ‌planned‌ ‌years‌ ‌in‌ ‌advance‌ ‌or‌ ‌m ay‌ ‌be‌ ‌forced‌ ‌upon‌ ‌an‌
organization‌ ‌because‌ ‌of‌‌ a ‌‌s hift‌‌
in‌‌
the‌‌ environment.‌‌ O rganizational‌‌ c hange‌‌ c an‌‌
be‌‌
radical‌‌ and‌‌ alter‌‌
the‌
way‌‌ an‌‌
organization‌‌ operates,‌‌ or‌‌
it‌‌
m ay‌‌ be‌‌
incremental‌‌ and‌‌
s lowly‌‌
c hange‌‌ the‌‌
way‌‌ things‌‌ are‌‌
done.‌‌ In‌
any‌‌c ase,‌‌regardless‌‌of‌‌the‌‌type,‌‌c hange‌‌involves‌‌letting‌‌go‌‌of‌‌the‌‌old‌‌ways‌‌in‌‌which‌‌work‌‌is‌‌done‌‌and‌
Pa ge‌‌64‌‌‌o f‌‌71‌

adjusting‌‌to‌‌the‌‌new‌‌ways.‌‌Therefore,‌‌fundamentally,‌‌it‌‌is‌‌a‌‌process‌‌that‌‌involves‌‌effective‌‌people‌‌m anagement.‌

Organizational‌ ‌c hange‌ ‌is‌ ‌often‌ ‌a ‌ ‌response‌ ‌to‌ ‌c hanges‌ ‌in‌ ‌the‌ ‌environment.‌ ‌O rganizations‌‌
m ay‌‌
realize‌‌
that‌‌
as‌‌
the‌
workforce‌‌
gets‌‌
older‌‌
the‌‌
types‌‌
of‌‌
benefits‌‌
they‌‌
prefer‌‌
m ay‌‌
c hange.‌‌
W ork‌‌
arrangements‌‌
s uch‌‌
as‌‌
flexible‌‌
work‌‌
hours‌
and‌ ‌job‌ ‌s haring‌ ‌m ay‌ ‌become‌ ‌m ore‌ ‌popular‌ ‌as‌ ‌employees‌ ‌remain‌ ‌in‌ ‌the‌ ‌workforce‌ ‌even‌ ‌after‌ ‌retirement.‌ ‌As‌ ‌the‌
workforce‌‌
rapidly‌‌
ages,‌‌
it‌‌
also‌‌
becomes‌‌
possible‌‌
that‌‌
employees‌‌
who‌‌
are‌‌
unhappy‌‌
with‌‌
their‌‌
c urrent‌‌
work‌‌
s ituation‌
will‌ ‌c hoose‌ ‌to‌ ‌retire,‌ ‌resulting‌ ‌in‌ ‌a ‌ ‌s udden‌ ‌loss‌ ‌of‌ ‌valuable‌ ‌knowledge‌ ‌and‌ ‌expertise‌‌
on‌‌
the‌‌
part‌‌
of‌‌
organizations.‌
Therefore,‌ ‌organizations‌ ‌will‌ ‌have‌ ‌to‌ ‌devise‌ ‌s trategies‌ ‌to‌ ‌retain‌ ‌these‌ ‌employees‌ ‌and‌ ‌plan‌ ‌for‌ ‌their‌ ‌retirement.‌
Finally,‌‌
a ‌‌c ritical‌‌
issue‌‌
is‌‌
finding‌‌
ways‌‌
of‌‌
dealing‌‌
with‌‌
age-related‌‌
s tereotypes,‌‌
which‌‌
act‌‌
as‌‌
barriers‌‌
in‌‌
the‌‌
retention‌
of‌‌these‌‌employees.‌

Sometimes‌ ‌c hange‌ ‌is‌ ‌m otivated‌ ‌by‌ ‌rapid‌ ‌developments‌ ‌in‌ technology‌ ‌Such‌ ‌c hange‌ ‌is‌‌
m otivating‌‌
c orporations‌‌
to‌
rapidly‌ ‌c hange‌ ‌their‌ ‌technology.‌ ‌Sometimes‌ ‌technology‌ ‌produces‌ ‌s uch‌ ‌profound‌ ‌developments‌ ‌that‌ ‌c ompanies‌
struggle‌‌
to‌‌
adapt.‌‌
A ‌‌recent‌‌
example‌‌
is‌‌
from‌‌
the‌‌
m usic‌‌
industry.‌‌
W hen‌‌
CDs‌‌
were‌‌
first‌‌
introduced‌‌
in‌‌
the‌‌
1980s,‌‌
they‌
were‌‌
s ubstantially‌‌
m ore‌‌
appealing‌‌
than‌‌
the‌‌
traditional‌‌
LPs.‌‌
Record‌‌
c ompanies‌‌
were‌‌
easily‌‌
able‌‌
to‌‌
double‌‌
the‌‌
prices,‌
even‌ ‌though‌ ‌producing‌ ‌CDs‌ ‌c ost‌ ‌a ‌ ‌fraction‌ ‌of‌ ‌what‌ ‌it‌ ‌c ost‌ ‌to‌ ‌produce‌ ‌LPs.‌ ‌For‌ ‌decades,‌ ‌record‌ ‌producing‌
companies‌‌
benefited‌‌
from‌‌
this‌‌
s tatus‌‌
quo.‌‌
Yet‌‌
when‌‌
peer-to-peer‌‌
file‌‌
s haring‌‌
through‌‌
s oftware‌‌
s uch‌‌
as‌‌
Napster‌‌
and‌
Kazaa‌ ‌threatened‌ ‌the‌ ‌c ore‌ ‌of‌ ‌their‌ ‌business,‌ ‌c ompanies‌ ‌in‌ ‌the‌ ‌m usic‌ ‌industry‌ ‌found‌ ‌themselves‌ ‌c ompletely‌
unprepared‌ ‌for‌ ‌s uch‌ ‌disruptive‌ ‌technological‌ ‌c hanges.‌ ‌Their‌ ‌first‌ ‌response‌ ‌was‌ ‌to‌ ‌s ue‌ ‌the‌ ‌users‌ ‌of‌ ‌file-sharing‌
software,‌‌
s ometimes‌‌
even‌‌
underage‌‌
kids.‌‌
They‌‌
also‌‌
kept‌‌
looking‌‌
for‌‌
a ‌‌technology‌‌
that‌‌
would‌‌
m ake‌‌
it‌‌
impossible‌‌
to‌
copy‌‌
a ‌‌CD‌‌
or‌‌
DVD,‌‌
which‌‌
has‌‌
yet‌‌
to‌‌
emerge.‌‌
Until‌‌
Apple‌‌
Inc.’s‌‌
iTunes‌‌
c ame‌‌
up‌‌
with‌‌
a ‌‌new‌‌
way‌‌
to‌‌
s ell‌‌
m usic‌‌
online,‌
it‌ ‌was‌ ‌doubtful‌ ‌that‌ ‌c onsumers‌ ‌would‌ ‌ever‌ ‌be‌ ‌willing‌‌
to‌‌
pay‌‌
for‌‌
m usic‌‌
that‌‌
was‌‌
otherwise‌‌
available‌‌
for‌‌
free‌‌
(albeit‌
illegally‌‌s o).‌

Globalization‌ ‌is‌ ‌another‌ ‌threat‌ ‌and‌ ‌opportunity‌ ‌for‌ ‌organizations,‌ ‌depending‌ ‌on‌ ‌their‌ ‌ability‌ ‌to‌ ‌adapt‌ ‌to‌ ‌it.‌
Organizations‌‌ are‌‌
finding‌‌
that‌‌
it‌‌
is‌‌
often‌‌ c heaper‌‌ to‌‌ produce‌‌ goods‌‌ and‌‌
deliver‌‌
s ervices‌‌ in‌‌
s ome‌‌ c ountries‌‌
c ompared‌
to‌‌
others.‌‌ This‌‌ led‌‌
m any‌‌
c ompanies‌‌ to‌‌
utilize‌‌
m anufacturing‌‌ facilities‌‌
overseas,‌‌ with‌‌
China‌‌ as‌‌
a ‌‌popular‌‌
destination.‌
For‌ ‌a ‌ ‌while,‌ ‌knowledge‌ ‌work‌ ‌was‌ ‌thought‌ ‌to‌‌ be‌‌
s afe‌‌
from‌‌
outsourcing,‌‌ but‌‌
now‌‌ we‌‌
are‌‌
also‌‌
s eeing‌‌
m any‌‌ s ervice‌
operations‌ ‌m oved‌ ‌to‌ ‌places‌ ‌with‌ ‌c heaper‌ ‌wages.‌ ‌For‌ ‌example,‌ ‌m any‌ ‌c ompanies‌ ‌have‌ ‌outsourced‌ ‌s oftware‌
development‌‌to‌‌India,‌‌with‌‌Indian‌‌c ompanies‌
Pa ge‌‌65‌‌‌o f‌‌71‌

such‌ ‌as‌ ‌W ipro‌‌
Ltd.‌‌
and‌‌
Infosys‌‌
Technologies‌‌
Ltd.‌‌
emerging‌‌
as‌‌
global‌‌
giants.‌‌
Given‌‌
these‌‌
c hanges,‌‌
understanding‌
how‌‌
to‌‌
m anage‌‌
a ‌‌global‌‌
workforce‌‌
is‌‌
a ‌‌necessity.‌‌
Many‌‌
c ompanies‌‌
realize‌‌
that‌‌
outsourcing‌‌
forces‌‌
them‌‌
to‌‌
operate‌
in‌‌
an‌‌
institutional‌‌
environment‌‌
that‌‌
is‌‌
radically‌‌
different‌‌
from‌‌
what‌‌
they‌‌
are‌‌
used‌‌
to‌‌
at‌‌
home.‌‌
Dealing‌‌
with‌‌
employee‌
stress‌ ‌resulting‌ ‌from‌ ‌jobs‌ ‌being‌ ‌m oved‌ ‌overseas,‌ ‌retraining‌ ‌the‌ ‌workforce,‌ ‌and‌‌
learning‌‌
to‌‌
c ompete‌‌
with‌‌
a ‌‌global‌
workforce‌‌on‌‌a‌‌global‌‌s cale‌‌are‌‌c hanges‌‌c ompanies‌‌are‌‌trying‌‌to‌‌c ome‌‌to‌‌grips‌‌with.‌

Changes‌ ‌in‌ ‌the‌ market‌ ‌c onditions‌ ‌m ay‌ ‌also‌ ‌c reate‌‌
c hanges‌‌
as‌‌
c ompanies‌‌
s truggle‌‌
to‌‌
adjust.‌‌
For‌‌
example,‌‌
as‌‌
of‌
this‌ ‌writing,‌ ‌the‌ ‌airline‌ ‌industry‌ ‌in‌ ‌the‌ ‌United‌ ‌States‌ ‌is‌ ‌undergoing‌ ‌s erious‌ ‌c hanges.‌ ‌Demand‌ ‌for‌ ‌air‌ ‌travel‌ ‌was‌
affected‌‌
after‌‌
the‌‌
September‌‌
11‌‌
terrorist‌‌
attacks.‌‌
Also,‌‌
the‌‌
widespread‌‌
use‌‌
of‌‌
the‌‌
Internet‌‌
to‌‌
book‌‌
plane‌‌
travels‌‌
m ade‌
it‌ ‌possible‌ ‌to‌ ‌c ompare‌ ‌airline‌ ‌prices‌ ‌m uch‌ ‌m ore‌ ‌efficiently‌ ‌and‌ ‌easily,‌ ‌encouraging‌ ‌airlines‌ ‌to‌ ‌c ompete‌ ‌primarily‌
based‌‌
on‌‌
c ost.‌‌
This‌‌
s trategy‌‌
s eems‌‌
to‌‌
have‌‌
backfired‌‌
when‌‌
c oupled‌‌
with‌‌
the‌‌
dramatic‌‌
increases‌‌
in‌‌
the‌‌
c ost‌‌
of‌‌
fuel.‌
As‌ ‌a ‌ ‌result,‌ ‌airlines‌ ‌are‌ ‌c utting‌ ‌back‌‌
on‌‌
amenities‌‌
that‌‌
were‌‌
taken‌‌
for‌‌
granted‌‌
for‌‌
decades,‌‌
s uch‌‌
as‌‌
the‌‌
price‌‌
of‌‌
a ‌
ticket‌‌
including‌‌
m eals,‌‌
beverages,‌‌
and‌‌
c hecking‌‌
luggage.‌‌
Some‌‌
airlines,‌‌
s uch‌‌
as‌‌
Delta‌‌
Air‌‌
Lines‌‌
Inc.‌‌
and‌‌
Northwest‌
Airlines‌‌Inc.,‌‌have‌‌m erged‌‌to‌‌deal‌‌with‌‌this‌‌c limate,‌‌and‌‌talks‌‌involving‌‌other‌‌m ergers‌‌in‌‌this‌‌industry‌‌c ontinue.‌

It‌ ‌is‌ ‌natural‌ ‌for‌ ‌once‌ ‌s mall‌ ‌s tart-up‌ ‌c ompanies‌ ‌to‌ ‌grow‌ ‌if‌ ‌they‌ ‌are‌ ‌s uccessful.‌ ‌An‌ ‌example‌ ‌of‌ ‌this‌ ‌growth‌ ‌is‌ ‌the‌
evolution‌‌
of‌‌
the‌‌
W idmer‌‌
Brothers‌‌
Brewing‌‌
Company,‌‌
which‌‌
s tarted‌‌
as‌‌
two‌‌
brothers‌‌
brewing‌‌
beer‌‌
in‌‌
their‌‌
garage‌‌
to‌
become‌‌
the‌‌
11th‌‌
largest‌‌
brewery‌‌
in‌‌
the‌‌
United‌‌
States.‌‌
This‌‌
growth‌‌
happened‌‌
over‌‌
time‌‌
as‌‌
the‌‌
popularity‌‌
of‌‌
their‌‌
key‌
product—Hefeweizen—grew‌ ‌in‌ ‌popularity;‌ ‌the‌ ‌c ompany‌ ‌had‌ ‌to‌ ‌expand‌ ‌to‌ ‌m eet‌ ‌demand,‌ ‌growing‌ ‌from‌ ‌the‌ ‌2 ‌
founders‌ ‌to‌ ‌400‌ ‌employees‌ ‌in‌ ‌2008‌ ‌after‌ ‌W idmer‌ ‌Brothers‌ ‌m erged‌ ‌with‌ ‌Redhook‌ ‌Ale‌ ‌Brewery‌ ‌to‌ ‌become‌ ‌Craft‌
Brewers‌ ‌Alliance‌ ‌Inc.‌ ‌The‌ ‌newly‌ ‌formed‌ ‌c ompany‌ ‌has‌ ‌five‌ ‌m ain‌ ‌departments,‌ ‌including‌ ‌O perations,‌ ‌Sales,‌
Marketing,‌ ‌Finance,‌ ‌and‌ ‌Retail,‌ ‌who‌ ‌report‌ ‌to‌ ‌the‌ ‌CEO.‌ ‌Anheuser-Busch‌ ‌Companies‌ ‌Inc.‌ ‌c ontinues‌ ‌to‌ ‌have‌ ‌a ‌
minority‌‌s take‌‌in‌‌both‌‌beer‌‌c ompanies.‌
So,‌‌while‌‌50%‌‌of‌‌all‌‌new‌‌s mall‌‌businesses‌‌fail‌‌in‌‌their‌‌first‌‌year‌

Planning‌‌and‌‌Executing‌‌Change‌‌Effectively‌

How‌‌
do‌‌
you‌‌
plan,‌‌
organize,‌‌
and‌‌
execute‌‌
c hange‌‌
effectively?‌‌
O ne‌‌
of‌‌
the‌‌
m ost‌‌
useful‌‌ frameworks‌‌
in‌‌
this‌‌
area‌‌
is‌‌
Kurt‌
Lewin’s‌‌three-stage‌‌m odel‌‌of‌‌planned‌‌c hange.Lewin‌‌K.‌‌(1951).‌‌Field‌‌theory‌‌in‌‌s ocial‌
Pa ge‌‌66‌‌‌o f‌‌71‌

science.‌ ‌New‌ ‌York:‌‌
Harper‌‌
& ‌‌Row.‌‌
The‌‌
assumption‌‌
is‌‌
that‌‌
c hange‌‌
will‌‌
encounter‌‌
resistance.‌‌
Therefore,‌‌
executing‌
change‌ ‌without‌‌
prior‌‌
preparation‌‌
is‌‌
likely‌‌
to‌‌
lead‌‌
to‌‌
failure.‌‌
Instead,‌‌
organizations‌‌
s hould‌‌
s tart‌‌
with‌‌
unfreezing22,‌‌
or‌
making‌ ‌s ure‌ ‌that‌ ‌organizational‌‌
m embers‌‌
are‌‌
ready‌‌
for‌‌
and‌‌
receptive‌‌
to‌‌
c hange.‌‌
This‌‌
is‌‌
followed‌‌
by‌‌
c hange23,‌‌
or‌
executing‌ ‌the‌ ‌planned‌ ‌c hanges.‌ ‌Finally,‌ ‌refreezing24‌ ‌involves‌ ‌ensuring‌ ‌that‌ ‌c hange‌ ‌becomes‌ ‌permanent‌ ‌and‌‌
the‌
new‌ ‌habits,‌ ‌rules,‌ ‌or‌ ‌procedures‌ ‌become‌ ‌the‌ ‌norm.‌ ‌John‌ ‌Kotter,‌ ‌a ‌ ‌Harvard‌ ‌University‌ ‌professor,‌ ‌wrote‌ ‌a ‌‌book‌‌
in‌
1996‌ ‌titled‌ ‌Leading‌ ‌Change‌ ‌in‌ ‌which‌ ‌he‌ ‌discussed‌ ‌eight‌ ‌s teps‌ ‌to‌ ‌c hanging‌ ‌an‌ ‌organization.Kotter,‌ ‌J.‌ ‌P.‌ ‌(1996).‌
Leading‌‌c hange.‌

Unfreezing‌‌Prior‌‌to‌‌Change‌
Many‌‌
c hange‌‌
efforts‌‌
fail‌‌
because‌‌
people‌‌
are‌‌
insufficiently‌‌
prepared‌‌
for‌‌
c hange.‌‌
W hen‌‌
employees‌‌
are‌‌
not‌‌
prepared,‌
they‌‌
are‌‌
m ore‌‌
likely‌‌
to‌‌
resist‌‌
the‌‌
c hange‌‌
effort‌‌
and‌‌
less‌‌
likely‌‌
to‌‌
effectively‌‌
function‌‌
under‌‌
the‌‌
new‌‌
s ystem.‌‌
W hat‌‌
c an‌
organizations‌ ‌do‌ ‌prior‌ ‌to‌ ‌c hange‌ ‌to‌ ‌prepare‌ ‌employees?‌ ‌There‌ ‌are‌ ‌a ‌ ‌number‌ ‌of‌ ‌things‌ ‌that‌ ‌are‌ ‌important‌ ‌at‌ ‌this‌
stage.‌

Create‌‌a‌‌Vision‌‌for‌‌Change‌
In‌‌
s uccessful‌‌
c hange‌‌
efforts,‌‌
the‌‌
leader‌‌
has‌‌
an‌‌
overall‌‌
vision‌‌
for‌‌
the‌‌
c hange.Herold‌‌
D.‌‌
M.,‌‌
Fedor‌‌
D.‌‌
B.,‌‌
Caldwell,‌‌
S.,‌
&‌‌
Liu,‌‌
Y.‌‌
(2008).‌‌
The‌‌
effects‌‌
of‌‌
transformational‌‌
and‌‌
c hange‌‌
leadership‌‌
on‌‌
employees’‌‌
c ommitment‌‌
to‌‌
a ‌‌c hange:‌‌
A ‌
multilevel‌ ‌s tudy.‌ ‌Journal‌ ‌of‌ ‌Applied‌‌
Psychology,‌‌
93,‌‌
346–357.‌‌
W hen‌‌
this‌‌
vision‌‌
is‌‌
exciting‌‌
and‌‌
paints‌‌
a ‌‌picture‌‌
of‌‌
a ‌
future‌ ‌that‌ ‌employees‌ ‌would‌ ‌be‌ ‌proud‌ ‌to‌ ‌be‌ ‌a ‌ ‌part‌ ‌of,‌ ‌people‌ ‌are‌ ‌likely‌ ‌to‌ ‌be‌ ‌m ore‌ ‌c ommitted‌ ‌to‌ ‌c hange.‌ ‌For‌
example,‌‌
Toyota‌‌
is‌‌
a ‌‌m aster‌‌
of‌‌
kaizen,‌‌
or‌‌
c ontinuous‌‌
improvement.‌‌
They‌‌
also‌‌
follow‌‌
the‌‌
philosophy‌‌
of‌‌
kakushin,‌‌
or‌
revolutionary‌‌
c hange,‌‌
as‌‌
needed.‌‌
Regardless‌‌
of‌‌
the‌‌
nature‌‌
of‌‌
the‌‌
particular‌‌
c hange,‌‌
there‌‌
is‌‌
an‌‌
overall‌‌
vision‌‌
for‌‌
the‌
company‌‌
that‌‌
justifies‌‌
and‌‌
explains‌‌
why‌‌
c hange‌‌
is‌‌
necessary‌‌
“to‌‌
build‌‌
the‌‌
dream‌‌
c ar‌‌
of‌‌
the‌‌
future.”Stewart,‌‌
T.‌‌
A.,‌‌
& ‌
Raman,‌
A.‌‌P.‌‌(2007,‌‌July–August).‌‌Lessons‌‌from‌‌Toyota’s‌‌long‌‌drive.‌

Communicating‌‌a‌‌Plan‌‌for‌‌Change‌
Do‌ ‌people‌ ‌know‌‌ what‌‌
the‌‌ c hange‌‌ entails,‌‌
or‌‌
are‌‌
they‌‌
hearing‌‌
about‌‌
the‌‌
planned‌‌ c hanges‌‌ through‌‌ the‌‌
grapevine‌‌
or‌
office‌ ‌gossip?‌ ‌W hen‌ ‌employees‌ ‌know‌ ‌what‌ ‌is‌ ‌going‌ ‌to‌ ‌happen,‌ ‌and‌ ‌when‌ ‌and‌ ‌why,‌ ‌they‌ ‌m ay‌ ‌c onquer‌ ‌their‌
discomfort‌‌ with‌‌
c hange.‌‌ Research‌‌ s hows‌‌ that‌‌ those‌‌ who‌‌ have‌‌ m ore‌‌
c omplete‌‌ information‌‌ about‌‌ upcoming‌‌ c hanges‌
are‌ ‌m ore‌ ‌c ommitted‌ ‌to‌ ‌a ‌ ‌c hange‌ ‌effort.Wanberg,‌ ‌C.‌ ‌R.,‌ ‌& ‌ ‌Banas,‌ ‌J.‌ ‌T.‌ ‌(2000).‌ ‌Predictors‌ ‌and‌ ‌outcomes‌ ‌of‌
openness‌‌to‌‌c hanges‌‌in‌‌a‌‌reorganizing‌‌workplace.‌
Pa ge‌‌67‌‌‌o f‌‌71‌

Ensuring‌ ‌that‌ ‌top‌ ‌m anagement‌ ‌c ommunicates‌ ‌with‌ ‌employees‌ ‌about‌ ‌the‌ ‌upcoming‌ ‌c hanges‌ ‌also‌ ‌has‌ ‌s ymbolic‌
value.Armenakis,‌ ‌A.‌ ‌A.,‌ ‌Harris,‌ ‌S.‌ ‌G.,‌ ‌& ‌ ‌Mossholder,‌ ‌K.‌ ‌W.‌ ‌(1993).‌ ‌Creating‌ ‌readiness‌ ‌for‌ ‌organizational‌‌
c hange.‌
Human‌‌
Relations,‌‌
46,‌‌
681–703.‌‌
In‌‌
any‌‌
organization,‌‌
m any‌‌
c hanges‌‌
are‌‌
done‌‌
on‌‌
a ‌‌daily‌‌
basis,‌‌
with‌‌
s ome‌‌
taking‌‌
root‌
and‌‌
s ome‌‌
disappearing‌‌
after‌‌
a ‌‌s hort‌‌
while.‌‌
W hen‌‌
top‌‌
m anagement‌‌
and‌‌
the‌‌
c ompany‌‌
CEO‌‌
discuss‌‌
the‌‌
importance‌
of‌‌
the‌‌
c hanges‌‌
in‌‌
m eetings,‌‌
employees‌‌
are‌‌
provided‌‌
with‌‌
a ‌‌reason‌‌
to‌‌
trust‌‌
that‌‌
this‌‌
c hange‌‌
is‌‌
a ‌‌s trategic‌‌
initiative.‌
For‌‌
example,‌‌
while‌‌
c hanging‌‌
the‌‌
employee‌‌
performance‌‌
appraisal‌‌
s ystem,‌‌
the‌‌
CEO‌‌
of‌‌
Kimberly-Clark‌‌
Corporation‌
made‌‌
s ure‌‌
to‌‌
m ention‌‌
the‌‌
new‌‌
s ystem‌‌
in‌‌
all‌‌
m eetings‌‌
with‌‌
employees,‌‌
indicating‌‌
that‌‌
the‌‌
c hange‌‌
was‌‌
s upported‌‌
by‌
the‌‌CEO.‌

Develop‌‌a‌‌Sense‌‌of‌‌Urgency‌
People‌ ‌are‌ ‌m ore‌ ‌likely‌ ‌to‌ ‌accept‌ ‌c hange‌ ‌if‌ ‌they‌ ‌feel‌ ‌that‌ ‌there‌ ‌is‌‌
a ‌‌need‌‌
for‌‌
it.‌‌
If‌‌
employees‌‌
feel‌‌
their‌‌
c ompany‌‌
is‌
doing‌ ‌well,‌ ‌the‌ ‌perceived‌ ‌need‌‌
for‌‌
c hange‌‌
will‌‌
be‌‌
s maller.‌‌
Those‌‌
who‌‌
plan‌‌
the‌‌
c hange‌‌
will‌‌
need‌‌
to‌‌
m ake‌‌
the‌‌
c ase‌
that‌ ‌there‌ ‌is‌ ‌an‌ ‌external‌ ‌or‌ ‌internal‌‌
threat‌‌
to‌‌
the‌‌
c ompetitiveness,‌‌
reputation,‌‌
or‌‌
s ometimes‌‌
even‌‌
its‌
survival,‌‌and‌‌failure‌‌to‌‌act‌‌will‌‌have‌‌dire‌‌c onsequences.‌
Kotter’s‌‌Eight-stage‌‌Process‌‌for‌‌Change‌
Harvard‌ ‌Business‌ ‌School‌ ‌professor‌ ‌John‌ ‌P.‌ ‌Kotter‌ ‌proposed‌ ‌that‌ ‌c ompanies‌ ‌s hould‌ ‌follow‌ ‌eight‌ ‌s tages‌ ‌when‌
instituting‌ ‌c hange.‌ ‌Here‌‌
is‌‌
a ‌‌s ummary‌‌
of‌‌
his‌‌
s uggested‌‌
s teps.‌‌
1.‌‌
Create‌‌
a ‌‌s ense‌‌
of‌‌
urgency‌‌
when‌‌
introducing‌‌
the‌
change‌ ‌effort.‌ ‌2.‌ ‌Build‌ ‌a ‌ ‌c oalition.‌ ‌3.‌ ‌Create‌ ‌a ‌ ‌vision‌ ‌for‌ ‌c hange‌ ‌and‌ ‌m ake‌ ‌c hange‌ ‌a ‌ ‌part‌ ‌of‌ ‌the‌ ‌vision.‌ ‌4.‌
Communicate‌‌a‌‌plan‌‌for‌‌c hange‌‌5.‌‌Eliminate‌‌obstacles‌‌to‌‌c hange‌‌6.‌‌Create‌‌s mall‌‌wins‌
7.‌‌Build‌‌on‌‌c hange‌‌8.‌‌Make‌‌c hange‌‌a‌‌part‌‌of‌‌c ulture.‌

Refreezing‌
After‌ ‌the‌‌
c hange‌‌
is‌‌
implemented,‌‌
the‌‌
long-term‌‌
s uccess‌‌
of‌‌
a ‌‌c hange‌‌
effort‌‌
depends‌‌
on‌‌
whether‌‌
c hange‌‌
becomes‌
part‌‌
of‌‌
the‌‌
c ompany’s‌‌
c ulture.‌‌
In‌‌
other‌‌
words,‌‌
the‌‌
revised‌‌
ways‌‌
of‌‌
thinking,‌‌
behaving,‌‌
and‌‌
performing‌‌
s hould‌‌
become‌
routine.‌‌For‌‌this‌‌reason,‌‌there‌‌are‌‌a‌‌number‌‌of‌‌things‌‌m anagement‌‌c an‌‌do.‌

Publicize‌‌Success‌
In‌ ‌order‌ ‌to‌‌
m ake‌‌
c hange‌‌
permanent,‌‌
the‌‌
organization‌‌
m ay‌‌
benefit‌‌
from‌‌
s haring‌‌
the‌‌
results‌‌
of‌‌
the‌‌
c hange‌‌
effort‌‌
with‌
employees.‌‌W hat‌‌was‌‌gained‌‌from‌‌the‌‌implemented‌‌c hanges?‌‌How‌‌m uch‌‌m oney‌‌did‌‌the‌
Pa ge‌‌68‌‌‌o f‌‌71‌

company‌‌
s ave?‌‌
How‌‌
m uch‌‌
did‌‌
the‌‌
c ompany’s‌‌
reputation‌‌
improve?‌‌
W hat‌‌
was‌‌
the‌‌
reduction‌‌
in‌‌
accidents‌‌
after‌‌
new‌
procedures‌ ‌were‌ ‌put‌ ‌in‌ ‌place?‌ ‌Sharing‌ ‌c oncrete‌ ‌results‌ ‌with‌ ‌employees‌ ‌increases‌ ‌their‌ ‌c onfidence‌ ‌that‌ ‌the‌
implemented‌‌c hange‌‌was‌‌a‌‌right‌‌decision.‌

Build‌‌on‌‌Prior‌‌Change‌
Once‌ ‌results‌ ‌s tart‌ ‌c oming,‌ ‌it‌ ‌is‌ ‌important‌ ‌to‌ ‌benefit‌ ‌from‌ ‌the‌ ‌m omentum‌ ‌c reated‌ ‌by‌ ‌these‌ ‌early‌ ‌s uccesses‌ ‌by‌
pushing‌ ‌for‌ ‌even‌ ‌m ore‌ ‌c hange.‌ ‌Following‌ ‌the‌ ‌philosophy‌ ‌of‌ ‌c ontinuous‌ ‌improvement‌ ‌m ay‌ ‌be‌ ‌a ‌ ‌good‌ ‌idea‌ ‌here.‌
Instead‌‌of‌‌declaring‌‌victory‌

Reward‌‌Change‌‌Adoption‌
In‌‌
order‌‌
to‌‌
ensure‌‌
that‌‌
c hange‌‌
becomes‌‌
permanent,‌‌
organizations‌‌
m ay‌‌
benefit‌‌
from‌‌
rewarding‌‌
those‌‌
who‌‌
embrace‌
the‌‌
c hange‌‌
effort.‌‌
The‌‌
rewards‌‌
do‌‌
not‌‌
necessarily‌‌
have‌‌
to‌‌
be‌‌
financial.‌‌
The‌‌
s imple‌‌
act‌‌
of‌‌
recognizing‌‌
those‌‌
who‌‌
are‌
giving‌ ‌s upport‌ ‌to‌ ‌the‌ ‌c hange‌ ‌effort‌ ‌in‌ ‌front‌ ‌of‌ ‌their‌ ‌peers‌ ‌m ay‌ ‌encourage‌ ‌others‌ ‌to‌ ‌get‌ ‌on‌ ‌board.‌ ‌W hen‌ ‌the‌ ‌new‌
behaviors‌‌
employees‌‌
are‌‌
expected‌‌
to‌‌
demonstrate‌‌
(such‌‌
as‌‌
using‌‌
a ‌‌new‌‌
c omputer‌‌
program,‌‌
filling‌‌
out‌‌
a ‌‌new‌‌
form,‌
or‌ ‌s imply‌ ‌greeting‌ ‌c ustomers‌ ‌once‌‌
they‌‌
enter‌‌
the‌‌
s tore)‌‌
are‌‌
m ade‌‌
part‌‌
of‌‌
an‌‌
reward‌‌
s ystem,‌‌
those‌
behaviors‌‌are‌‌m ore‌‌likely‌‌to‌‌be‌‌taken‌‌s eriously‌‌and‌‌repeated,‌‌m aking‌‌the‌‌c hange‌‌effort‌‌s uccessful.‌

Make‌‌Change‌‌a‌‌Part‌‌of‌‌O rganizational‌‌Culture‌
If‌ ‌the‌ ‌c hange‌ ‌effort‌ ‌has‌ ‌been‌ ‌s uccessful,‌ ‌c hange‌ ‌will‌ ‌have‌ ‌become‌‌
a ‌‌part‌‌
of‌‌
c orporate‌‌
c ulture.‌‌
In‌‌
other‌‌
words,‌‌
in‌
addition‌ ‌to‌ ‌the‌ ‌c hanges‌ ‌in‌ ‌procedures,‌ ‌processes,‌ ‌or‌‌
technology,‌‌
the‌‌
m indset‌‌
of‌‌
people‌‌
will‌‌
also‌‌
have‌‌
c hanged.‌‌
If‌
change‌‌
occurs‌‌
only‌‌
in‌‌
s uperficial‌‌
elements,‌‌
it‌‌
would‌‌
be‌‌
m isleading‌‌
to‌‌
declare‌‌
c hange‌‌
a ‌‌s uccess.‌‌
For‌‌
example,‌‌
if‌‌
a ‌
company‌ ‌institutes‌ ‌a ‌ ‌wellness‌ ‌program‌ ‌emphasizing‌ ‌healthy‌ ‌habits,‌ ‌rewarding‌ ‌employees‌ ‌for‌ ‌adopting‌ ‌healthy‌
choices‌‌
and‌‌
providing‌‌
resources‌‌
to‌‌
m aximize‌‌
health,‌‌
this‌‌
c hange‌‌
effort‌‌
would‌‌
be‌‌
deemed‌‌
a ‌‌true‌‌
s uccess‌‌
if‌‌
valuing‌
employee‌‌
health‌‌
and‌‌
well-being‌‌
also‌‌
becomes‌‌
a ‌‌part‌‌
of‌‌
the‌‌
c ulture.‌‌
Creating‌‌
a ‌‌W eb‌‌
s ite,‌‌
and‌‌
printing‌
booklets‌ ‌and‌ ‌distributing‌ ‌them‌ ‌are‌ ‌all‌ ‌tools‌ ‌leading‌ ‌to‌ ‌this‌ ‌goal,‌ ‌but‌ ‌achieving‌ ‌the‌ ‌true‌ ‌goal‌ ‌also‌ ‌necessitates‌ ‌a ‌
change‌ ‌in‌ ‌ingrained‌ ‌assumptions‌ ‌of‌ ‌m anagement‌ ‌and‌ ‌employees‌ ‌putting‌ ‌work‌ ‌before‌ ‌employee‌ ‌health‌ ‌and‌
well-being.‌
Organizations‌ ‌c an‌ ‌function‌ ‌within‌ ‌a ‌ ‌number‌ ‌of‌ ‌different‌ ‌s tructures,‌ ‌each‌ ‌possessing‌ ‌distinct‌ ‌advantages‌ ‌and‌
disadvantages.‌‌ Although‌‌ any‌‌ s tructure‌‌ that‌‌
is‌‌
not‌‌
properly‌‌ m anaged‌‌ will‌‌
be‌‌ plagued‌‌
with‌‌
issues,‌‌ s ome‌‌ organizational‌
models‌‌are‌‌better‌‌equipped‌‌for‌‌particular‌‌environments‌‌and‌‌tasks.‌‌A‌‌c hange‌‌in‌‌the‌
Pa ge‌‌69‌‌‌o f‌‌71‌

environment‌‌
often‌‌
requires‌‌
c hange‌‌
within‌‌
the‌‌
organization‌‌
operating‌‌
within‌‌
that‌‌
environment.‌‌
Change‌
in‌ ‌almost‌ ‌any‌ ‌aspect‌ ‌of‌ ‌a ‌ ‌c ompany’s‌ ‌operations‌ ‌c an‌‌
be‌‌
m et‌‌
with‌‌
resistance,‌‌
and‌‌
different‌‌
c ultures‌
can‌ ‌have‌ ‌different‌ ‌reactions‌ ‌to‌ ‌both‌ ‌the‌ ‌c hange‌ ‌and‌ ‌the‌ ‌m eans‌ ‌to‌‌
promote‌‌
the‌‌
c hange.‌‌
In‌‌
order‌‌
to‌
better‌ ‌facilitate‌ ‌necessary‌ ‌c hanges,‌ ‌s everal‌ ‌s teps‌ ‌c an‌‌
be‌‌
taken‌‌
that‌‌
have‌‌
been‌‌
proven‌‌
to‌‌
lower‌‌
the‌
anxiety‌ ‌of‌ ‌employees‌ ‌and‌ ‌ease‌ ‌the‌ ‌transformation‌ ‌process.‌ ‌O ften,‌ ‌the‌ ‌s imple‌ ‌act‌ ‌of‌ ‌including‌
employees‌ ‌in‌ ‌the‌ ‌c hange‌ ‌process‌ ‌c an‌ ‌drastically‌ ‌reduce‌ ‌opposition‌ ‌to‌ ‌new‌ ‌m ethods.‌ ‌In‌ ‌s ome‌
organizations‌ ‌this‌ ‌level‌ ‌of‌ ‌inclusion‌ ‌is‌ ‌not‌ ‌possible,‌ ‌and‌ ‌instead‌ ‌organizations‌ ‌c an‌ ‌recruit‌ ‌a ‌ ‌s mall‌
number‌‌
of‌‌
opinion‌‌
leaders‌‌
to‌‌
promote‌‌
the‌‌
benefits‌‌
of‌‌
c oming‌‌
c hanges.‌‌
Some‌‌
types‌‌
of‌‌
c hange,‌‌
s uch‌
as‌‌
m ergers,‌‌
often‌‌
c ome‌‌
with‌‌
job‌‌
losses.‌‌
In‌‌
these‌‌
s ituations,‌‌
it‌‌
is‌‌
important‌‌
to‌‌
remain‌‌
fair‌‌
and‌‌
ethical‌
while‌ ‌laying‌ ‌off‌ ‌employees.‌ ‌O nce‌ ‌c hange‌ ‌has‌ ‌occurred,‌ ‌it‌ ‌is‌ ‌vital‌ ‌to‌ ‌take‌ ‌any‌ ‌s teps‌ ‌necessary‌ ‌to‌
reinforce‌‌
the‌‌
new‌‌
s ystem.‌‌
Employees‌‌
c an‌‌
often‌‌
require‌‌
c ontinued‌‌
s upport‌‌
well‌‌
after‌‌
an‌‌
organizational‌
change.‌

I. Imagine‌ ‌that‌ ‌you‌ ‌are‌ ‌a ‌ ‌m anager‌ ‌at‌ ‌a ‌ ‌c onsumer‌ ‌products‌ ‌c ompany.‌ ‌Your‌ ‌c ompany‌ ‌is‌ ‌in‌
negotiations‌‌
for‌‌
a ‌‌m erger.‌‌
If‌‌
and‌‌
when‌‌
the‌‌
two‌‌
c ompanies‌‌
m erge,‌‌
it‌‌
s eems‌‌
probable‌‌
that‌‌
s ome‌
jobs‌ ‌will‌ ‌be‌ ‌lost,‌ ‌but‌ ‌you‌ ‌have‌ ‌no‌ ‌idea‌ ‌how‌ ‌m any‌ ‌or‌ ‌who‌ ‌will‌ ‌be‌ ‌gone.‌ ‌You‌ ‌have‌ ‌five‌
subordinates.‌ ‌O ne‌ ‌is‌ ‌in‌ ‌the‌ ‌process‌ ‌of‌ ‌buying‌ ‌a ‌ ‌house‌ ‌while‌ ‌undertaking‌ ‌a ‌ ‌large‌ ‌debt.‌ ‌The‌
second‌ ‌just‌ ‌received‌ ‌a ‌ ‌relatively‌ ‌lucrative‌ ‌job‌ ‌offer‌ ‌and‌ ‌asked‌ ‌for‌ ‌your‌ ‌opinion‌‌
as‌‌
his‌‌
m entor.‌
You‌ ‌feel‌‌
that‌‌
knowing‌‌
about‌‌
the‌‌
possibility‌‌
of‌‌
this‌‌
m erger‌‌
is‌‌
important‌‌
to‌‌
them‌‌
in‌‌
m aking‌‌
these‌
life‌‌
c hoices.‌‌
At‌‌
the‌‌
s ame‌‌
time,‌‌
you‌‌
fear‌‌
that‌‌
once‌‌
you‌‌
let‌‌
them‌‌
know,‌‌
everyone‌‌
in‌‌
the‌‌
c ompany‌
will‌‌
find‌‌
out‌‌
and‌‌
the‌‌
negotiations‌‌
are‌‌
not‌‌
c omplete‌‌
yet.‌‌
You‌‌
m ay‌‌
end‌‌
up‌‌
losing‌‌
s ome‌‌
of‌‌
your‌‌
best‌
employees,‌ ‌and‌ ‌the‌ ‌m erger‌ ‌m ay‌ ‌not‌ ‌even‌ ‌happen.‌ ‌W hat‌ ‌do‌ ‌you‌ ‌do?‌‌
Do‌‌
you‌‌
have‌‌
an‌‌
ethical‌
obligation‌‌
to‌‌
s hare‌‌
this‌‌
piece‌‌
of‌‌
news‌‌
with‌‌
your‌‌
employees?‌‌
How‌‌
would‌‌
you‌‌
handle‌‌
a ‌‌s ituation‌
such‌‌as‌‌this?‌

II. Planning‌‌
for‌‌
a ‌‌Change‌‌
in‌‌
O rganizational‌‌
Structure‌‌
Imagine‌‌
that‌‌
your‌‌
c ompany‌‌
is‌‌
s witching‌‌
to‌‌
a ‌
matrix‌ ‌s tructure.‌ ‌Before,‌ ‌you‌ ‌were‌ ‌working‌ ‌in‌ ‌a ‌ ‌functional‌ ‌s tructure.‌ ‌Now,‌ ‌every‌ ‌employee‌ ‌is‌
going‌‌to‌‌report‌‌to‌‌a‌‌team‌‌leader‌‌as‌‌well‌‌as‌‌a‌‌department‌‌m anager.‌
• Draw‌‌a‌‌hypothetical‌‌organizational‌‌c hart‌‌for‌‌the‌‌previous‌‌and‌‌new‌‌s tructures.‌
• Create‌‌a‌‌list‌‌of‌‌things‌‌that‌‌need‌‌to‌‌be‌‌done‌‌before‌‌the‌‌c hange‌‌occurs.‌
• Create‌‌a‌‌list‌‌of‌‌things‌‌that‌‌need‌‌to‌‌be‌‌done‌‌after‌‌the‌‌c hange‌‌occurs.‌
•‌‌W hat‌‌are‌‌the‌‌s ources‌‌of‌‌resistance‌‌you‌‌foresee‌‌for‌‌a‌‌c hange‌‌s uch‌‌as‌‌this?‌‌W hat‌‌is‌‌your‌‌plan‌‌of‌
action‌‌to‌‌overcome‌‌this‌‌potential‌‌resistance?‌
Pa ge‌‌70‌‌‌o f‌‌71‌

•
Pa ge‌‌71‌‌‌o f‌‌71‌

FINAL‌‌EXAMINATION‌

Subject‌‌T itle:‌ ENTREPRENUERIAL‌‌BEHAVIOUR‌
Subject‌‌Code:‌ ENTR‌‌20013‌
Semester:‌ _______________________‌
Name:‌ ‌_________________________________‌
Score:______________‌
Year‌‌&‌‌Section‌:‌‌_____________________________‌ Date‌:‌‌_______________‌

Instructions:‌ ‌T his‌‌is‌‌a‌‌100-item‌‌e xamination‌‌so‌‌be‌‌sure‌‌to‌‌read‌‌e ach‌‌questions‌‌carefully.‌
Answers‌‌should‌‌be‌‌in‌‌hand‌‌written.‌‌Strictly‌‌no‌‌e rasures.‌‌Write‌‌legibly.‌
A.‌‌Identification.‌‌Write‌‌your‌‌answers‌‌on‌‌the‌‌blank‌‌provided‌‌before‌‌e ach‌‌number.‌
__________________________1.‌‌They‌‌have‌‌endless‌‌c uriosity‌‌to‌‌discover‌‌new‌‌or‌‌different‌‌ideas.‌
__________________________2.‌‌This‌‌allow‌‌the‌‌entrepreneur‌‌to‌‌s ee‌‌things‌‌in‌‌a‌‌very‌‌positive‌‌and‌
optimistic‌‌light.‌
__________________________‌3.‌‌The‌‌s urging‌‌passion‌‌that‌‌which‌‌drawn‌‌to‌‌find‌‌fulfillment‌‌in‌‌the‌‌process‌
of‌‌discovery.‌
__________________________‌4.‌‌Also‌‌known‌‌as‌‌“Intuition”,‌‌this‌‌c onnotes‌‌s trong‌‌intestinal‌‌fortitude.‌
__________________________‌5.‌‌This‌‌c onceptualize‌‌and‌‌designs‌‌a‌‌product‌‌that‌‌c onsumer‌‌find‌‌s ome‌
use‌‌for.‌
__________________________‌6.‌‌The‌‌“technology‌‌originator”‌
__________________________‌7.‌‌Harnesses‌‌the‌‌potentials‌‌of‌‌new‌‌products‌‌by‌‌c reating‌‌the‌‌m arket‌
space‌‌for‌‌them.‌
__________________________‌8.‌‌This‌‌is‌‌have‌‌to‌‌do‌‌with‌‌the‌‌way‌‌we‌‌react‌‌with‌‌other‌‌people.‌
__________________________‌9.‌‌The‌‌ability‌‌to‌‌perform‌‌c ertain‌‌types‌‌of‌‌activities‌‌and‌‌tasks.‌
__________________________‌10.‌‌This‌‌is‌‌an‌‌example‌‌of‌‌interpersonal‌‌s kills‌‌which‌‌c ompose‌‌of‌
listening,‌‌s peaking,‌‌gestures,‌‌eye‌‌c ontact‌‌and‌‌body‌‌language.‌
II.‌ ‌Enumeration‌ ‌with‌ ‌a ‌ ‌brief‌ ‌description.‌ ‌T he‌ ‌description/explanation‌ ‌must‌ ‌be‌ ‌in‌ ‌your‌ ‌own‌
words.‌‌Two‌‌(2)‌‌points‌‌e ach.‌
A.‌‌What‌‌are‌‌the‌‌two‌‌(2)‌‌types‌‌of‌‌Entrepreneurial‌‌Skills?‌
Pa ge‌‌72‌‌‌o f‌‌71‌

Pa ge‌‌73‌‌‌o f‌‌71‌

11.‌
12.‌
B. Enumerate‌‌the‌‌three‌‌(3)‌‌types‌‌of‌‌Entrepreneurial‌‌M ind.‌
13.‌
14.‌
15.‌
C. Name‌‌the‌‌three‌‌(3)‌‌types‌‌of‌‌Listening.‌
16.‌
17.‌
18.‌
D. What‌‌is‌‌the‌‌difference‌‌between:‌
19. Listening‌
20. Hearing‌
E. What‌‌is‌‌the‌‌difference‌‌between:‌
19. Persuasion‌
20. Negotiation‌
F. How‌‌will‌‌you‌‌manage‌‌conflict?‌
23.‌
24.‌
25.‌
G. Give‌‌the‌‌Seven‌‌(7)‌‌Barriers‌‌of‌‌Communication.‌
26.‌
27.‌
28.‌
29.‌
30.‌
31.‌
32.‌
H. Give‌‌atleast‌‌three‌‌(3)‌‌ways‌‌how‌‌to‌‌use‌‌Body‌‌Language‌‌e ffectively.‌
33.‌
34.‌
35.‌

Pa ge‌‌69‌‌‌o f‌‌71‌

Course‌‌Grading‌‌System‌

Class‌‌Standing‌‌which‌‌includes:‌ ‌70%‌

• Quizzes/Assessments‌
• Projects/Activities‌

Midterm‌‌/‌‌Final‌‌Examinations‌ ‌30%‌
100%‌

Midterm‌‌Grade‌‌+‌‌Final‌‌Term‌‌Grade‌ ‌‌=‌ ‌FINAL‌‌GRADE‌
‌2‌

References:‌

Maura‌‌McAdam‌‌and‌‌James‌‌Cunningham.‌‌Entrepreneurial‌‌Behavior.‌‌Individual,‌‌Contextual‌‌and‌
Microfoundational‌‌Perspectives.‌‌2019‌
Wang,‌‌Y.,‌‌and‌‌J.‌ ‌Warn.‌‌2018.‌‌Chinese‌‌immigrant‌‌entrepreneurship:‌‌Embeddedness‌‌and‌‌the‌
interaction‌‌of‌‌resources‌‌with‌‌the‌‌wider‌‌s ocial‌‌and‌‌economic‌‌and‌‌c ontext.‌‌International‌‌Small‌‌Business‌
Journal‌‌36‌‌(2)‌
Melissa‌‌Contreras.‌‌Interpersonal‌‌Skills‌‌for‌‌Entrepreneur.‌‌2013‌
youtube.com/entrepreneurial‌‌behavior‌

Instructional‌‌Material‌‌for‌ Pa ge‌‌71‌‌‌o f‌‌71‌


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After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

• It‌‌s hould‌‌be‌‌the‌‌duty‌‌of‌‌the‌‌entrepreneur‌‌to‌‌s upport‌‌the‌‌employees’‌‌job‌‌performance.‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

hard‌‌s kills‌‌or‌‌occupational‌‌s kills‌‌have‌‌to‌‌do‌‌with‌‌our‌‌ability‌‌to‌‌perform‌‌c ertain‌‌types‌‌of‌‌activities‌‌and‌‌tasks‌‌at‌‌work.‌

Communication,‌‌at‌‌its‌‌s implest,‌‌is‌‌the‌‌act‌‌of‌‌transferring‌‌information‌‌from‌‌one‌‌place‌‌to‌‌another.‌‌It‌‌m ay‌‌be‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

We‌‌m ay‌‌already‌‌have‌‌a‌‌good‌‌idea‌‌of‌‌areas‌‌that‌‌we‌‌need‌‌to‌‌develop.‌‌However,‌‌it‌‌is‌‌worth‌‌s eeking‌

I‌‌am‌‌often‌‌thinking‌‌of‌‌s omething‌‌witty‌‌to‌‌ Always‌‌or‌‌ Never‌‌or‌‌s ay‌‌in‌‌response‌

Always‌ or‌ Never‌‌or‌

I‌‌m ake‌‌eye‌‌c ontact‌‌with‌‌others‌‌while‌ Always‌‌or‌‌ Never‌‌or‌‌listening.‌ Nearly‌

I‌‌will‌‌interrupt‌‌the‌‌s peaker‌‌if‌‌I‌‌disagree‌‌ Always‌‌or‌‌ Never‌‌or‌‌with‌‌a‌‌s tatement‌

I‌‌s it‌‌and‌‌listen‌‌with‌‌m y‌‌legs‌‌and‌‌arms‌ Always‌‌or‌‌ Never‌‌or‌‌folded‌‌in‌‌front‌‌of‌

When‌‌I‌‌have‌‌s omething‌‌to‌‌c ontribute‌‌to‌‌a‌

The‌ ‌fear‌ ‌of‌ ‌public‌ ‌s peaking,‌‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

When‌ ‌it‌ ‌c omes‌ ‌to‌‌

Name:‌ ‌_________________________________‌ Score:______________‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

Assertiveness‌‌is‌‌a‌‌s kill‌‌regularly‌‌referred‌‌to‌‌in‌‌s ocial‌‌and‌‌c ommunication‌‌s kills‌‌training.‌‌Being‌‌assertive‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

Leadership‌ ‌is‌ ‌the‌ ‌ability‌ ‌to‌ ‌c onsistently‌‌

After‌‌s uccessful‌‌c ompletion‌‌of‌‌this‌‌m odule,‌‌you‌‌s hould‌‌be‌‌able‌‌to:‌

Instructional‌‌Material‌‌for‌ Pa ge‌‌71‌‌‌o f‌‌71‌

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Name:‌ ‌___________________‌ Score:‌