Verbal and Nonverbal Cues, Performance Readiness and Types of Teams
1. What are the four basic functions of nonverbal cues? Please provide examples of each. (10 points)
1. They supplement the verbal by accenting or adding emphasis to certain words (making a powerful gesture).
2. One can substitute for verbal cues (smiles or frown)
3. One can contradict the verbal cues (saying, “this will work” while sweating, twisting a foot back and forth while looking for an emergency exit).
4. They regulate verbal cues (increasing the pitch at the end of a sentence as you ask a question, pausing to await a response, holding up a hand to stop someone speaking).
2. Explain how Performance Readiness can be applied to teams. Provide examples. (10 points)
Establishing specific task outcome for the team to accomplish is the first step. Without clearness on outcomes, goals and subtasks, the manager cannot determine the team's performance readiness or the specific behavioral style to use for that level of performance readiness. Once an objective has been confirmed, the manager can categorize the team's performance readiness to accomplish objectives. For instance if a team is acting as one and shows strong confirmation of esprit the manager act more as a facilitator. A marketing team for instances, that understand the managements outcome for a product, is allowed to freely brainstorm and suggest ideas that can be implemented on the marketing product.
3. Explain how several different types of teams can be used to create a competitive advantage for the organization. (10 points)
Companies utilize various types of teams to complete projects , solves problems, brainstorm fresh and new ideas. This type of approach is the cross-functional team, organizations might outsource different team to compete with the internal home team, or perhaps the organization leadership might bring in different departments to achieve the same outcome of different/fresh people with fresh ideas to accomplish the common goal.
1. They supplement the verbal by accenting or adding emphasis to certain words (making a powerful gesture).
2. One can substitute for verbal cues (smiles or frown)
3. One can contradict the verbal cues (saying, “this will work” while sweating, twisting a foot back and forth while looking for an emergency exit).
4. They regulate verbal cues (increasing the pitch at the end of a sentence as you ask a question, pausing to await a response, holding up a hand to stop someone speaking).
2. Explain how Performance Readiness can be applied to teams. Provide examples. (10 points)
Establishing specific task outcome for the team to accomplish is the first step. Without clearness on outcomes, goals and subtasks, the manager cannot determine the team's performance readiness or the specific behavioral style to use for that level of performance readiness. Once an objective has been confirmed, the manager can categorize the team's performance readiness to accomplish objectives. For instance if a team is acting as one and shows strong confirmation of esprit the manager act more as a facilitator. A marketing team for instances, that understand the managements outcome for a product, is allowed to freely brainstorm and suggest ideas that can be implemented on the marketing product.
3. Explain how several different types of teams can be used to create a competitive advantage for the organization. (10 points)
Companies utilize various types of teams to complete projects , solves problems, brainstorm fresh and new ideas. This type of approach is the cross-functional team, organizations might outsource different team to compete with the internal home team, or perhaps the organization leadership might bring in different departments to achieve the same outcome of different/fresh people with fresh ideas to accomplish the common goal.