Work Environment Managerial Communication and Status Symbols Discussion Discussion Posts: Find & Post (or post a link to) a concept of Managerial Commu

Work Environment Managerial Communication and Status Symbols Discussion Discussion Posts:

Find & Post (or post a link to) a concept of Managerial Communication (photo, short video, brief piece of writing, song, etc — that no one else in class has posted to the blog yet) related to this weeks chapter(s). No two posts can be identical.
Analyze the object according to requirements for the week.
Make a connection to the readings, videos or recordings for the week.
Posts will be made in the Canvas discussion forum.
Each post should be at least 3 paragraphs in length.
Review the Rubric for this assignment. References and Recommended Red 133
at realize was that by
not grant her request.
ng to use coercion or
GUIDE
STUDY
ror him that power,
ve want the reward.
4
from it? Why?
4. Iden
sw subordinate
5. Identify
e we want to avoid
when we decide he
ant someone expert
ut something than
-lecide we like and
If you decide you
ower over you.
Op power to con
She receives from
7. In a free society,
e negotiated be
lationships they
ip with your su-
ed to do-your
base. When the
Fob, respond in
ob.” This will
power.
ing liking and
et you
1. What is “status”? Give examples of “status symbols” in organizations.
the relationship between status and solidarity? How is each related to
in an organization?
the seven primary types of power. Which ones are likely to
communication? Which ones are likely to da
Johance
harily describe the three conditions necessary for people to engage in CO-
and describe the three levels of influence,
6. Who determines how much power a manager has in an organization? Explain.
pliant behavior as a result of threatened punishment or promised reward.
Explain what you can do to increase your power in an organization.
REFERENCES AND RECOMMENDED READINGS
Adams, C. H., Schlueter, D. W., & Barge, J. K. (1988). Communication and moti
vation within the superior-subordinate dyad: Testing the conventional wisdom of
volunteer management. Journal of Applied Communication Research, 16, 69-81.
Domagalski, T. A., & Steelman, L. A. (2007). The impact of gender and organization status
on workplace anger expression. Management Communication Quarterly, 20, 297-315.
French, J. R. P., Jr., & Raven, B. (1968). The bases for social power. In D. Cartwright
Han, Y. J., Nunes, J. C., & Drèze, X. (2010). Signaling status with luxury goods: The
(Ed.), Studies in social power. Ann Arbor: University of Michigan Press.
role of brand prominence. Journal of Marketing, 74(4), 15-30.
Herzberg, F. (Jan-Feb. 1968). One more time: How do you motivate employees?
Harvard Business Review, 46, 53-62.
Kelman, H. C. (1961). Processes of opinion change. Public Opinion Quarterly, 25, 58-78.
McCallister, L. (1983). Predicted employee compliance to downward communication
styles. Journal of Business Communication, 20(1), 67-79.
McCroskey, J. C., & Richmond, V. P. (1996). Fundamentals of human communica-
tion: An interpersonal perspective. Prospect Heights, IL: Waveland Press.
McCroskey, J. C., & Wheeless, L. R. (1976). An introduction to human communica-
Richmond, V. P., Davis, L. M., Saylor, K., & McCroskey, J. C. (1984). Power in orga-
nizations: Communication techniques and messages. Human Communication Re-
Richmond, V. P., McCroskey, J. C., & Davis, L. M. (1982). Individual differences
among employees, management communication style
, and employee satisfaction:
Replication and extension. Human Communication Research, 8, 170–188.
Richmond, V. P., McCroskey, J. C., & Davis, L. M. (1986). The relationship of su-
pervisor use of power and affinity-seeking strategies with subordinate satisfaction.
Communication Quarterly, 34, 178–193.
Richmond, V. P., McCroskey, J. C., Davis, L. M., & Koontz, K. A. (1980). Perceived
power as a mediator of management communication style and employee satisfac-
tion: A preliminary investigation. Communication Quarterly, 28, 37-46.
Richmond, V. P., Wagner, J. P., & McCroskey, J. C. (1983). The impact of percep-
tions of leadership style, use of power, and conflict management style on organiza-
tional outcomes. Communication Quarterly, 31, 27-36.
Young, S. L. (1998). Where silenced voices speak out: The hidden power of informal
communication networks. Women & Language, 21(2), 21-30.
It
.. All
whiner.
art whin-
fion. Boston: Allyn & Bacon.
answer you
ind an an-
behaviors
search, 11, 85-108.
or she be-
coups that
has been
n. Fift
ma
a
ce for
88
option
command
Power and Status
CHAPTER 10
request.
STUDY
1. What
2. What
comm
3. Identi
enhar
from
4. Ident
5. Ident
pliar
6. Who
7. Exp
REFE
Adams
vati
vol
Domag
on
French
(Ed
132
if he did not give her what she wanted. What she did not realize was that by
She left. Hence, employees have to be cautious about trying to use coercion or
leaving she was rewarding him, so he made sure he did not grant her
reward to influence their supervisors. It might backfire.
No one has power over anyone who does not grant her or him that power.
We grant someone coercive power over uis when we decide we want to avoid
We grant someone reward power over us when we decide we want the reward.
a punishment. We grant someone legitimate power over us when we decide he
or she has the right to make certain demands of us. We grant someone expert
we do. And we grant referent power to someone when we decide we like and
power over us when we decide he or she knows more about something than
respect her or him and would like to be more like that person. In a free society,
power is granted, not taken. Remember, you can always quit. If you decide you
are not going to quit, then you are granting another person power over you.
Most power is relationally defined. Thus, you can develop power to con-
trol your supervisor’s behavior to some degree, just as he or she receives from
you some power to control your behavior. These powers are negotiated be-
build with each other. If you want to build a strong relationship with your su-
tween supervisors and subordinates as a function of the relationships they
pervisor, in all likelihood you can do so. Do what you were hired to do-your
supervisor asks your opinion about something concerning the job, respond in
job. And do it well. This is the way to build the expert power base. When the
a positive manner. Let your supervisor “know you know your job.” This will
help build your credībility while at the same time building some power.
respect for your supervisor. Demonstrate to your supervisor that you respect
Next
, build your referent base. This is built by communicating liking and
her or him and the organization. We don’t mean you should be a “brown-
nose.” We mean be honestly dedicated and committed to the job and let your
supervisor know you are dependable. How might an employee build referent
and expert power? First, do your job well without whining. Let’s face it. All
jobs have tasks people do not like. Do them and go on. No one likes a whiner
In addition, avoid associating with whiners. They will want you to start whin-
ing too. Second, if your supervisor asks your advice, give the best answer you
have or admit you are not sure, but would be willing to try and find an an-
swer. Third, spend time observing and learning the right norms and behaviors
to make you a more dedicated employee-one who looks as if he or she be-
longs in the organization. Fourth, avoid special-interest groups or groups that
want to create tension in the organization. Many a good employee has been
ruined by getting in with the perpetual protestors in the organization. Fifth,
communicate with your supervisor in a positive verbal and nonverbal manner.
The main results of this approach will be that your communication with
your supervisor will be improved, you will have established an influence base
for yourself, and you will be a more satisfied, motivated employee. You will
be able to influence your supervisor on occasion, and perhaps have input on
Han,
ro
Herz
Н
Kelm
McC
s
Mc
f
Mc
Ric
Ri
R
R
some major decisions in the future. True, some of your peers may see you as a
bit of a “kiss up.” Smile all the way to the promotion, and do not be late for
their going-away parties!
Power 129
ave almost unlimited
to them.
ch corporations,
luate, reward, and
s, is referred to as
wer is based on an
prescribe behavior
by positions in an
visor, and so on).
of power usually
he employee will
co do so again,
is based on an
edge in specific
an individual’s
ea. For exam-
any areas that
rough expert
ng to change
uld not per
uld be done
(1968), is
n wanting
– for their
the super-
bordinate
them, and often they feel that way because of what someone else has
Ren. Ofren
these things get done because someone feels responsible
s clear that the area of power has many options for influencing people.
al power will not?” Before this can be answered, we have to review the three
The question is, “Which types of power will motivate people and which types
levels of influence (Kelman, 1961) that can be achieved. Employees can com-
with, identify with, or internalize the thinking of another.
Compliance occurs when a person accepts another’s request because he of
she an see either potential reward for complying or potential punishment for
or his boss to gain a reward (a day off) or to avoid punishment (lose a day’s pay).
or complying. For example, an employee might comply with the requests of her
that it should be done, or care about it, or identify with it-they just do it to get a
Compliance is when people just “do something.” They do not necessarily agree
mainly superficial, and there is no motivation to do the act again unless a reward
reward or avoid punishment. Hence, any satisfaction gained from compliance is
porary change in behavior on the part of the employee to avoid punishment
is attached or force is threatened again. Compliance leads to movement-a tem-
presume that employees work best under the compliance model.
or receive a reward. Managers who operate within the framework of Theory X
To be certain a subordinate will comply in the face of potential punish-
md scrutiny. For example, the law-enforcement agencies of this country have
ments or rewards, the manager must be able to illustrate concern, control,
shown their concern about speeding by having speed restrictions in certain
areas. They have shown that they can control speeding with road monitors
and that they can scrutinize or watch for offenders by the use of radar. When
all of these methods are available, compliance with speed laws is more likely
to occur. However, when any one of them is missing, compliance is less likely.
For example, if the radar is turned off for a day, offenders know they are not
being scrutinized, and they will speed even if concern and control are present.
Managers who say they want employees to do certain distasteful tasks, but
then leave the work area, have told the employees they are not really con-
cerned about the task. The employees probably will do only a halfway job of
it, if that much. Similarly, managers may often communicate a lack of concern
regarding compliance, depending on how they communicate the job instruc-
tion. McCallister (1983) found that managers expected compliance from their
subordinates only when they used a directive, autocratic style to deliver the
message. Further, employees seemed to be able to pick up on the difference,
i.e., that when the manager used a nonautocratic request for compliance, the
manager wasn’t really serious. Thus, the subordinates seemed to sense when
the manager was “going through the motions” of complying with an order
from above, but didn’t really expect his subordinates to follow through on it.
Compliance is also an issue when volunteer workers are involved, since they
have no organizational incentive to comply. In such instances, the most effec-
tive strategies are those that appealed to the volunteers’ self-esteem or to the
value of the work itself (Adams, Schlueter, & Barge, 1988).
nate will
-er. The
etween
erson,
r. It is
rela-
hips.
es to
zave
On
be
ng
-te
From the Peon’s Perspective
fy with or
Lial accents
TABLE 10.1
Types of Power and Impact on Levels of Influence
132
Compliance
Levels of Influence
Identification
Internalization
with
quests of
-ed by the
Changes
ntify with
otivation,
– perform
ao special
Five Types of Power
Coercive
Reward
Legitimate or Assigned
Referent
Expert
Moral Responsibility
Relational
✓
inking or
person’s
into the
Form the
become
g to do.
o them.
ganiza-
moral responsibility will develop as supervisors and subordinates work to-
gether. But managers must earn referent and expert power. This is not as easy
as it may seem. Many managers have never learned to develop a personal
rewarding relationship with employees. Hence, many managers are not com-
fortable with referent and expert power. They do not have any, and thus they
must resort to punishment, rewards, or legitimate authority.
Power can be influential only when an employee is willing to acknowledge
that the manager has any power. If an employee is not concerned about being
punished or threatened with job loss, then the manager has no influence-not
even compliance. In addition, systems quickly “run out of ways to punish
and reward personnel. Hence, working from a punishment or reward model
will work for only a while. Even to work that long, one has to know what
punishes a person and what rewards a person. If you threaten to send some-
one home, he or she might not find this as punishment; it might be seen as a
reward. If you promise to promote employees if they do well, some might see
this as punishment, not reward. The power bases of coercion and reward are
imperfect because some people simply cannot be threatened and others may
not be rewarded. And worse yet, we may not be able to distinguish the re-
wards from the punishments for others.
s in be-
on and
avior is
ccur at
endent
ne level
liance.
tion-
mmit-
being
to do
ation,
ce, the
ferent
Lagers
l and
FROM THE PEON’S PERSPECTIVE
As employees, what power bases do we have? We clearly do not have coer-
cion, reward, or legitimate, at least not when we are first hired. As we become
more experienced, we develop some of each, and we are very likely to develop
some relational and moral responsibility power as well. We are even more
likely to develop referent and expert power as we display our competence at
our work. But we must exercise the power we develop with care. Generally,
you should avoid threatening to punish your supervisor-you might lose. For
example, one employee we know threatened her boss with leaving the system
P
o
I
enter
return
K
L
:
J
?
shift
>
< • M oll 96 option command of the group. Ofte for doing them, and suggested to them, It is clear that question is, 1ower will not 128 CHAPTER 10 Power and Status workers' behaviors. Granted, some corporations seem to have almost une rewards at their disposal, but most of us do not work in such corporations, Power that gives a person the "right" to direct, evaluate, reward, as legitimate or assigned power. In brief, use of legitimate power is based on punish-others within certain, usually well-defined limits, is referred for her or him. Generally, legitimate power is characterized by positions in a individual's perceptions of another's right to influence or prescribe beha organization's formal hierarchy (manager, principal, supervisor, and so on. It is sometimes referred to as "positional power. This type of power usually does not lead to motivation, only movement. For example, the employee will respond but will never do the task again without being asked to do so again. individual's perceptions of another's competence and knowledge in specific The fourth base of power is expert powes. Expert power is based on an perception of another's competence or expertise in a given area. For exam, areas. Consequently, the strength of expert power depends on an individual's ple, many managers are well educated and have expertise in many areas that power, managers and employees can gain respect and be willing to change can benefit both the employees and the organizations. Hence, through expen behaviors and perform duties for the other that they ordinarily would not per: form because they believe the other person knows better what should be done than they do themselves. The fifth-base of power, according to French and Raven (1968), is s to be like another person. When subordinates have a high respect for their lopor supervisor and want to model themselves on that supervisor, this grants the super- visor considerable power. The supervisor no longer needs to tell the subordinate levels of influence ply with, identify +Compliance she can see eithe not complying. F or his boss to gai Compliance is that it should be reward or avoid mainly superfic is attached or fi porary change or receive a res presume that To be cer ments or rew and scrutiny. shown their areas. They and that the all of these to occur. HC what to do, in many cases, but only do it her- or himself and the subordinate will imitate that behavior. The first power base we add to this list is known as relational power. The existence of relational power is based on the personal relationships between people in the organization. When someone desires to please another person, the person doing the pleasing grants the other person relational power. It is very possible, even typical, for supervisors and subordinates to develop rela. tional power with each other. Similarly, coworkers develop such relationships. The stronger the relationship between people, the more each one wishes to please the other, and the stronger the likelihood that the pleaser will behave in ways he or she believes the other would like the pleaser to behave. On the negative side, the "old boy” network system of relational power can be used to marginalize some organization members, particularly women. Young (1998), for example, reported that relational networks can be used to isolate and marginalize new, female members of an organization. The final base of power is moral responsibility. This base rests on an indi- vidual's perceptions of responsibility to others-the organization, the supervi- sor, coworkers, subordinates, etc. All are expected to do their share, help their colleagues, meet the norms, not foul up the system, and cooperate. People will do a lot to avoid others thinking badly of them—to save face and to be a part For exampl being scruti Managers then leave cerned abo it, if that regarding tion. Med motiva subordin message. i.e., that manager the man from ab Compli have nc tive str value a Purchase answer to see full attachment