Ch. 11, pg. 344, post #4
Chapter 11 begins with a discussion of mindful and mindless communication including a role play of a phatic conversation. One thing that I disagree with in the book is their negative spin on phatic communication. "However, [phatic communication] also shows disregard for each other because nothing that is said really matters to either person." Although it is not possible for two people to really get to know each other through phatic communication alone, it definitely has its place in the communication world. Imagine if you were at the library and some stranger walks up to you and begins to tell you all about their Aunt Millie and how she loves to visit the farmers market on Friday... you may feel differently but I would think this person is crazy and wouldn't be very interested in talking to them more. However, if this same person walked up to me and started with a "hi, how are you? Isn't it a beautiful day outside?" I would be much more interested in starting a conversation with them. So, although people shouldn't rely entirely on phatic communication, it is still an important aspect of developing an interpersonal relationship.
Thursday, July 2, 2009
Wednesday, July 1, 2009
Learning Basic Skills
Ch. 10, pg. 326, post #3
In chapter 10, Eisenberg et. al paint a sad picture of the future of the United State's workforce. "The result is a downward spiral of quality, service, job skills, wages, and employee self-esteem." Although workplace literacy programs should be applauded for giving their employees an opportunity to learn basic skills, I can't help but think that people should have learned such things as how to read, write, and problem solving in school. I remember when I was a senior in high school they made it so any student in CA had to pass the exit exam in order to graduate and there was a big uproar about it because their were many kids, even in the bay area, who couldn't pass. For me, I could have passed it in eighth grade, but then again, I didn't need to work and take care of my siblings to help support my family in high school. Although I think the blame of students not learning basic skills should neither be placed solely on the students or the schools, giving a student a high school degree should mean that they are at least proficient in the skills outlined on pg. 327 otherwise high school has really done nothing to prepare a student for the real world.
In chapter 10, Eisenberg et. al paint a sad picture of the future of the United State's workforce. "The result is a downward spiral of quality, service, job skills, wages, and employee self-esteem." Although workplace literacy programs should be applauded for giving their employees an opportunity to learn basic skills, I can't help but think that people should have learned such things as how to read, write, and problem solving in school. I remember when I was a senior in high school they made it so any student in CA had to pass the exit exam in order to graduate and there was a big uproar about it because their were many kids, even in the bay area, who couldn't pass. For me, I could have passed it in eighth grade, but then again, I didn't need to work and take care of my siblings to help support my family in high school. Although I think the blame of students not learning basic skills should neither be placed solely on the students or the schools, giving a student a high school degree should mean that they are at least proficient in the skills outlined on pg. 327 otherwise high school has really done nothing to prepare a student for the real world.
Tuesday, June 30, 2009
Dialogic Democracy
Web Lecture: Democracy and Dialogue, post #2
First off, I'd like to say that I really appreciate how professor Coopman always presents both sides, good and bad, of a point or concept. Reading through her web lecture and the sub-heading of 'dialogic democracy and organization' I thought to myself, "if all organizations employed this system then everyone would enjoy where they work..." but I soon realized that wasn't really feasible considering how many organizations rely on fast-paced decision making where there isn't time to hear everyone's opinion and examine all perspectives of a problem before deciding on a solution. However, it doesn't mean that open and honest communication has to be outlawed in fast-paced organizations. When I think of an organization that has to make decisions on the go I think of doctors in hospitals. Although their job requires them to make life-or-death decisions very quickly, it is also important for them to be open to the advice of other doctors and work as a team to solve problems.
First off, I'd like to say that I really appreciate how professor Coopman always presents both sides, good and bad, of a point or concept. Reading through her web lecture and the sub-heading of 'dialogic democracy and organization' I thought to myself, "if all organizations employed this system then everyone would enjoy where they work..." but I soon realized that wasn't really feasible considering how many organizations rely on fast-paced decision making where there isn't time to hear everyone's opinion and examine all perspectives of a problem before deciding on a solution. However, it doesn't mean that open and honest communication has to be outlawed in fast-paced organizations. When I think of an organization that has to make decisions on the go I think of doctors in hospitals. Although their job requires them to make life-or-death decisions very quickly, it is also important for them to be open to the advice of other doctors and work as a team to solve problems.
Communicating With Employees
Ch. 9, Post #1, pg. #286
According to Eisenberg et. al, leaders who want to be effective communicators must be open, supportive, motivating, and empowering. The first characteristic, open communication, means that the supervisor/employee relationship is characterized by a supervisor's wanting to share information with their employees, are sensitive to others feelings, are empathic listeners, emphasize the importance of communication and also communicate openness through their nonverbal communication.
The second characteristic , supportiveness, means that supervisors emphasize active listening and take a real interest in their employees. The third, motivation, is communicated through employee feedback and through the encouragement, empathy, and concern for employees and finally, empowerment should be used by supervisors to make their employees feel capable of performing their job and possess the authority to decide how to do their job well.
Personally, I think the book did a good job of outlining how effective communication by supervisors really makes or breaks how an employee feels about his or her job. Overall, I think it comes down to supervisors trusting their employees to do their job effectively and efficiently without micro-managing them. What is interesting to me is I was micro-managed the most when I was doing my first, and easiest, job as a bagger at a grocery store. However, the more technically difficult my jobs have gotten, the more autonomy I am given... although it is worth noting that in the jobs where I am given more power to make my own decisions, my supervisors are also a lot more open and supportive than they have been in the past.
According to Eisenberg et. al, leaders who want to be effective communicators must be open, supportive, motivating, and empowering. The first characteristic, open communication, means that the supervisor/employee relationship is characterized by a supervisor's wanting to share information with their employees, are sensitive to others feelings, are empathic listeners, emphasize the importance of communication and also communicate openness through their nonverbal communication.
The second characteristic , supportiveness, means that supervisors emphasize active listening and take a real interest in their employees. The third, motivation, is communicated through employee feedback and through the encouragement, empathy, and concern for employees and finally, empowerment should be used by supervisors to make their employees feel capable of performing their job and possess the authority to decide how to do their job well.
Personally, I think the book did a good job of outlining how effective communication by supervisors really makes or breaks how an employee feels about his or her job. Overall, I think it comes down to supervisors trusting their employees to do their job effectively and efficiently without micro-managing them. What is interesting to me is I was micro-managed the most when I was doing my first, and easiest, job as a bagger at a grocery store. However, the more technically difficult my jobs have gotten, the more autonomy I am given... although it is worth noting that in the jobs where I am given more power to make my own decisions, my supervisors are also a lot more open and supportive than they have been in the past.
Friday, June 26, 2009
Constitutive Codetermination
Ch. 8, pg. 234, post #4
Reading through Stan Deetz's four steps toward work-place democracy, I can't help but think to myself, "this is where I want to work."
The first step stresses workplace autonomy, a concept that I highly value. Not only is being micro-managed unmotivating, but I believe that people will work harder if they know their personal success is resting in no one's hands but their own. In addition, since each employee is held accountable for their decisions, they are less likely to make bad ones.
This second step also falls under the autonomy umbrella. Nothing bugs me more than when the decisions about how to do things are made by the people who don't actually do the job. One thing I really value about the company I work with now is that everyone starts on the sales floor which means that if I'm having a problem selling than I could go talk to our store manager because I know she's been in the same position I have.
The third step I think is the most important because people can't do their job without the right information. I agree with Deetz's that so often our day is filled with meaningless memos and newsletter which is just a huge waste of time. Instead, managers and employees should have a good enough relationship that they are able to talk openly about the business and how it is affecting society and the planet.
Finally, I think it is important that if a company tells their employees that they are going to be included in the decision making process that they actually include them, not just half-ass it. Workers aren't stupid, they can tell when their managers make out like they are using a participative style of management but then turn around and make decisions that are opposite of what the employees agreed on.
Reading through Stan Deetz's four steps toward work-place democracy, I can't help but think to myself, "this is where I want to work."
The first step stresses workplace autonomy, a concept that I highly value. Not only is being micro-managed unmotivating, but I believe that people will work harder if they know their personal success is resting in no one's hands but their own. In addition, since each employee is held accountable for their decisions, they are less likely to make bad ones.
This second step also falls under the autonomy umbrella. Nothing bugs me more than when the decisions about how to do things are made by the people who don't actually do the job. One thing I really value about the company I work with now is that everyone starts on the sales floor which means that if I'm having a problem selling than I could go talk to our store manager because I know she's been in the same position I have.
The third step I think is the most important because people can't do their job without the right information. I agree with Deetz's that so often our day is filled with meaningless memos and newsletter which is just a huge waste of time. Instead, managers and employees should have a good enough relationship that they are able to talk openly about the business and how it is affecting society and the planet.
Finally, I think it is important that if a company tells their employees that they are going to be included in the decision making process that they actually include them, not just half-ass it. Workers aren't stupid, they can tell when their managers make out like they are using a participative style of management but then turn around and make decisions that are opposite of what the employees agreed on.
Wednesday, June 24, 2009
Real vs. Virtual
Web Lecture: Technology and Teams, post #3
In our lecture Technology and Teams, Professor Coopman states, "initial distinctions between real and virtual have subsided as we develop a better understanding of how groups and teams use new media." Professor Coopman also makes a good point that by calling technology assisted communication 'virtual' it suggests that the message and feelings behind it aren't real.
However, these messages are as 'real' as anything said face-to-face. For example, if my manager sends me my schedule over email, I am still clearly expected to work the hours printed in the schedule.
It is my experience that modern communication technology makes group and team communication easier than it's ever been. Although telephones are useful, it still requires two or more people to be available at the same time. Texting and email have been the top two modes of communication I have used in my group work at school because it not only is easy to send my message to multiple people at the same time, but my group members can check my message when they have time.
In our lecture Technology and Teams, Professor Coopman states, "initial distinctions between real and virtual have subsided as we develop a better understanding of how groups and teams use new media." Professor Coopman also makes a good point that by calling technology assisted communication 'virtual' it suggests that the message and feelings behind it aren't real.
However, these messages are as 'real' as anything said face-to-face. For example, if my manager sends me my schedule over email, I am still clearly expected to work the hours printed in the schedule.
It is my experience that modern communication technology makes group and team communication easier than it's ever been. Although telephones are useful, it still requires two or more people to be available at the same time. Texting and email have been the top two modes of communication I have used in my group work at school because it not only is easy to send my message to multiple people at the same time, but my group members can check my message when they have time.
Tuesday, June 23, 2009
First Generation College Students
Ch. 7, p. 221, post #2
I grew up with the expectation that I would go to college. I come from a long line of doctors on my dad's side and can remember discussing college and careers as early as kindergarten. I definitely think sometimes I take my position as a member of a privileged class for granted as I often do not think of those who differ from me.
Although I realize the joy and sense of accomplishment that the family of a FGC student would inevitably have for their son or daughter, I had never thought of the 'fine line' that they have to walk as well and how they are a member of a marginalized group both at school and at home.
As far as the organization of college, I think a Frame 3 perspective gives us a crucial insight to how the structure of any college can be detrimental to a student who does not have the privileges or benefits of being a member of the majority. For instance, in order to graduate in just four years, a student has to take 5 or 6 classes (which comes out to 15-18 units, much higher than the 'full time' cut-off). However, taking this many classes takes a lot of time and effort so students with this number of units often do not work. I am fortunate enough to be one of them...
However, if I did not have a father that was supporting me I would be taking only 12 units which then would cost me more in the long run because I would have to pay for a few extra semesters and all of my time would either be spent on school or work without much time for anything else.
In conclusion, I think it is important to, as the book says, be mindful, be proactive, and fill your communication toolbox in order to communicate in ways that "value difference, resist stereotyped assumptions about particular social identities, acknowledge the power of communication, and foster agency."
I grew up with the expectation that I would go to college. I come from a long line of doctors on my dad's side and can remember discussing college and careers as early as kindergarten. I definitely think sometimes I take my position as a member of a privileged class for granted as I often do not think of those who differ from me.
Although I realize the joy and sense of accomplishment that the family of a FGC student would inevitably have for their son or daughter, I had never thought of the 'fine line' that they have to walk as well and how they are a member of a marginalized group both at school and at home.
As far as the organization of college, I think a Frame 3 perspective gives us a crucial insight to how the structure of any college can be detrimental to a student who does not have the privileges or benefits of being a member of the majority. For instance, in order to graduate in just four years, a student has to take 5 or 6 classes (which comes out to 15-18 units, much higher than the 'full time' cut-off). However, taking this many classes takes a lot of time and effort so students with this number of units often do not work. I am fortunate enough to be one of them...
However, if I did not have a father that was supporting me I would be taking only 12 units which then would cost me more in the long run because I would have to pay for a few extra semesters and all of my time would either be spent on school or work without much time for anything else.
In conclusion, I think it is important to, as the book says, be mindful, be proactive, and fill your communication toolbox in order to communicate in ways that "value difference, resist stereotyped assumptions about particular social identities, acknowledge the power of communication, and foster agency."
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