Grantham University Module 2 Force Field Analysis Essay ATTACHED IS THE SLP ASSIGNMENT THATS DUE BY DEC 1ST. THE BLOG BELOW IS A SOURCE TO READ THATS RELAT

Grantham University Module 2 Force Field Analysis Essay ATTACHED IS THE SLP ASSIGNMENT THATS DUE BY DEC 1ST. THE BLOG BELOW IS A SOURCE TO READ THATS RELATED TO THIS ASSIGNMENT DUE BY DEC 1ST

Dukes, A.J. (2012). Defensive v Supportive Climates in the Workplace. Retrieved from Defensive v Supportive Climates in the Workplace

Defensive v Supportive Climates in the Workplace

“No, I don’t want to clean the bathroom again!” I thought to myself as my manager Tim told me that I would be re…

ALSO YOU MUST INPUT THE COMMUNICATION CLIMATE INVENTORY, AND ATTACHED RESULTS WITH THE ASSIGNMENT IN THE APPENDIX. I HAVE ALSO ATTACHED THE EXCEL SHEET FOR THE CLIMATE INVENTORY AND BACK GROUND INFORMATION FOR REFERENCE-SOURCES

YOU MUST ALSO INCLUDE AN APPENDIX AND TURNITIN REPORT Listen
Module 2 – Background
MANAGING GROUPS AND TEAMS
Required Sources
Force Field Analysis
The Force Field Analysis model is one that has been widely used
to address challenges in communicating with others, leading
teams and managing conflicts. Its goal is to move opposing
groups or individuals toward more effective cooperation. As its
name suggests, this model analyzes the factors (or forces) that
influence situations in which people are having trouble working
together. By increasing the driving forces for more effective
communication and cooperation and weakening the restraining
forces against open communications and cooperation, one can
create a working situation that is more collaborative and
productive.
For a brief summary of the Force Field Analysis model, see:
Tutor2u. (2016, April 22). Lewin’s force field analysis model
[Video file]. Retrieved from

Communication
We begin this module by building a foundation of knowledge
about interpersonal communication. After all, communication is
needed for effective group activities. In gaining this foundation,
we will refer to Wikipedia for a “quick and dirty” overview of the
topic. (Caution: Wikipedia is an unacceptable source for
academic papers because it is a publicly edited site with
information that can be incomplete, biased, or incorrect.
However, to get a quick introduction to a topic, it can be a good
place to start.)
Models of communication. (2016) Wikipedia.
http://en.wikipedia.org/wiki/Models_of_communication
Never discount the value of trust in strengthening communication
and improving work relationships. One way to build trust is to
maximize what we know about ourselves and wish to share with
others. Conversely, we want to minimize aspects of ourselves we
are not aware of but are readily apparent to others (our “blind
spots”). This is accomplished through a combination of selfdisclosure and feedback.
The Johari Window is an excellent model for improving
communication effectiveness and therefore trust. Created in the
1950s by two guys named Joe and Harry (no kidding!), this
model is still widely used in organizations to improve
communication between coworkers, bosses, subordinates, and
teams. Watch the following videos:
Leader Logic. (2018, February 5). Johari Window example in 5
minutes [Video file]. Retrieved from

Leader Logic. (2018, February 8). Johari Window for project
scope development [Video file]. Retrieved from

Then read:
Apricot Training Management Limited: Self Awareness.
(2013) Understanding the Johari Window. Retrieved
from
http://www.selfawareness.org.uk/news/understandingthe-johari-window-model
Groups and Teams
The structure of modern organizations is continually changing
and work is being done in teams more than ever. But teams are
more than just a collection of individuals working on a single
project. Team workers need a set of skills that exceeds those of
individual workers to allow them to collaborate effectively. Often,
employers do not train employees in these skills so it is a rare
thing when teams live up to their potential. This is particularly true
of teams in the United States, where the culture highly values
individual effort and accomplishment.
In this part of the module, we will increase our ability to manage
teams by learning what constitutes a team, how to handle
conflict, and how to build a high-performing team. To get an
overview of this topic, view this PowerPoint presentation on
Group Dynamics and Conflict.
The Tuckman model of group development is one of the most
widely used tools to understand the dynamics of team formation
and development.
The following reading offers a concise explanation of this model
and as a bonus, relates group development processes to the
Johari Window (above) and the Situational Leadership model to
be presented in Module 3:
Chapman, A. (2016). Bruce Tuckman’s 1965 Forming,
Storming, Norming, Performing team-development
model. Retrieved from
http://www.businessballs.com/tuckmanformingstormingn
ormingperforming.htm
Most of us think about trust in teams as growing over time and
with experience being with another team member. However, swift
trust stems from an initial assumption of trust which is confirmed,
or disconfirmed, over time. In this sense it is conditional and must
be verified by the actions of team members. Read this blog about
the factors that contribute to swift trust and how leaders can
create it:
Swift trust—why some teams don’t storm (2011). In
Management Pocketbooks. Retrieved
from https://managementpocketbooks.wordpress.com/2
011/04/26/swift-trustwhy-some-teams-dont-storm/
Here is an interesting example of organizational theory being
used to solve practical business problems. This report is
designed to help its analysts avoid group decision-making biases
such as groupthink, polarization or “risky shift,” overconfidence,
or composition bias. The practical application of theory
demonstrated in this source may be helpful to you in preparing
your case.
Mottola, G. & Utkus, S. (2009) Group decision-making:
Implications for investment committees. Vanguard
Investment Counseling and Research. This article can
be found at
http://agb.org/sites/agb.org/files/u16/Vanguard%206.pdf
Conflict Management
When working with groups, conflict is inevitable. Although conflict
is often viewed as negative, this is not always true. As we
learned in the earlier PowerPoint presentation, well-managed
conflict can increase team performance and result in better
output. One trick is to learn the differences between healthy and
destructive types of conflict. Read the following for more
information:
Issues Teams Face: Managing Conflict (n.d.) Retrieved
from http://www.sagepub.com/upmdata/54195_Chapter_7.pdf
Now that you can recognize the difference between good and
bad conflict, take a few minutes to read about some techniques
that can help you manage conflict between people at work (or
even at home!) and keep situations from spiraling out of control:
Segal, J & Smith, M. (n.d.). Conflict resolution skills:
Building the skills that can turn conflicts into
opportunities. Helpguide.org. Retrieved from
http://www.helpguide.org/articles/relationships/conflictresolution-skills.htm
Optional Sources
Communication
The International Association of Business Communicators (IABC)
is the premier international knowledge network for professionals
engaged in strategic business communication management.
Examine their website which includes news, events, workshops,
a bookstore, and a research foundation. Find out how you can
become an Accredited Business Communicator:
International Association of Business Communicators.
(2016). Retrieved from http://www.iabc.com/
Groups and Teams
This site provides library links to numerous topics in the field, a
basic overview to group formation and stages of group
development, and also information on team building.
Group dynamics: Basic nature of groups and how they
develop. (n.d.) In Free Management Library. Retrieved
from
http://www.managementhelp.org/grp_skll/theory/theory.
htm
Conflict Management
The following site includes library links, and various perspectives
on conflict (e.g., dealing with conflict, conflict in organizations,
etc.):
How to manage group conflict (n.d.) In Free
Management Library. Retrieved
from http://managementhelp.org/groups/groupconflict.htm
Click the link below for an extensive collection of conflict-related
material. There are many interesting links to articles both
academic and practical. You should spend some time browsing
this site. Pay special attention to links dealing with conflict styles,
conflict resolution, negotiation, integrative and/or distributive
bargaining.
Bacal, R. (2016). Articles on communication and conflict
management. The World of Work. Retrieved from
http://work911.com/articles/indexcomcomm.htm
Interestingly, some teams skip over the “storming” phase,
particularly when they need to come together quickly and
produce output without having the time it normally takes to build
trust. See the following to continue your learning about the
phenomenon known as “swift trust”:
Meyerson, D., Weick, K. E., & Kramer, R. M. (1996).
Swift trust and temporary groups. In R. M. Kramer (Ed.),
Trust in organizations: frontiers of theory and research
(pp. 166–196). Thousand Oaks, CA: Sage. Retrieved
from
https://books.google.com/books?hl=en&lr=&id=A_8Lbcs
grNMC&oi=fnd&pg=PA166&dq=Debra+Meyerson+swift
+trust&ots=VoC6zx3jC7&sig=vmlH0YJ_gr1CeOmwNm7
dkycljw4#v=onepage&q=Debra%20Meyerson%20swift
%20trust&f=fal
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Communications Climate Inventory
Think about your supervisor and how he/she communicates at
work. Then score the statements below as follows:
1 = Strongly agree
2 = Agree
3 = Neutral
4 = Disagree
5 = Strongly Disagree
My boss criticizes my work without giving me a chance
to explain.
0
My boss allows me as much creativity as possible in
my job.
0
My boss always judges the actions of everyone who
reports to him/her.
0
My boss allows flexibility on the job.
0
My boss criticizes my work in front of others.
0
My boss is willing to try new ideas and listen to others’
points of view.
0
My boss believes that he/she needs to control how I
do my work.
0
My boss understands the problems I contend with in
my job.
0
My boss is always trying to change other people’s
attitudes and behaviors to suit his/her own.
My boss respects my feelings and values.
0
0
My boss always needs to be in charge of the situation.
My boss listens to my problems with interest.
0
0
My boss tries to manipulate subordinates to get what
he/she wants or to make him/herself look good.
My boss does not try to make me feel inferior.
I have to be careful when talking to my boss so that I
will not be misinterpreted
My boss participates in meetings with me without
projecting his/her higher status or power.
0
0
0
0
I seldom say what is really on my mind, because it
might be twisted and distorted by my boss
My boss treats me with respect.
My boss seldom becomes involved in employee
conflicts.
My boss does not have hidden motives in dealing with
me.
My boss is not interested in employee problems.
I feel that I can be honest and straight-forward with
my boss.
My boss rarely offers moral support during a personal
crisis.
I feel I can express my opinions and ideas honestly to
my boss.
My boss tries to make me feel inadequate.
My boss defines problems so that they can be
understood but does not insist that his/her
subordinates agree.
My boss makes it clear that he/she is in charge.
I feel free to talk to my boss.
My boss believes that if a job is to be done right,
he/she must oversee it or do it him/herself.
My boss defines problems and makes his/her
subordinates aware of them.
My boss cannot admit that he/she makes mistakes.
My boss tries to describe situations fairly without
labeling then as good or bad.
My boss is dogmatic; it is useless for me to voice an
opposing point of view.
My boss presents his/her feelings and perceptions
without implying that a similar response is expected
from me.
My boss thinks that he/she is always right.
My boss attempts to explain situations clearly and
without personal bias.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Defensive score
Evaluation
Control
Strategy
Neutrality
0
0
0
0
Superiority
Certainty
Total
0
0
0
Supportive score
Provisionalism
Empathy
Equality
Spontaneity
Problem Orientation
Description
Total
Adapted from Gibb, J. (1961) Defensive
communication. Journal of Communication, 11 , 141148.
0
0
0
0
0
0
0
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Supportive Score
Supportive
18 25 30 35 36
Supportive to Neutral Neutral to Defensive
40 45 50 55 56 60 65 70 75
Defensive
76 80 85 90
SLP Assignment
Compose a 2- to 3-page blog like the one you read for this SLP, describing the climate in your
organization, department, or team. Do not use the actual name of the organization – you can make up
a pseudonym. Include the following in your description:
Is the climate supportive or defensive? Does this align with the results of your Communication Climate
Inventory? Attach your Inventory results as an appendix. (Note: This appendix requirement will likely
increase your paper’s Turnitin similarity score; your professor is aware of this.)
How does the communication climate affect motivation and organizational/team commitment?
How could you improve the communication climate in your organization, department, or team?
What communication skills would you like to learn or improve on in order to create a supportive
communication climate?
Be sure to support your analysis with concepts and principles introduced in the background readings on
communication as well as conflict and teams (if appropriate). You may also incorporate outside research
to supplement the background material. Cite all sources properly.
SLP Assignment Expectations
Your paper will be evaluated using the criteria on the SLP rubric (see the rubric for more detail):
Assignment-Driven, Critical Thinking, Business Writing, Effective Use of Information, Citing Sources, and
Timeliness
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lule 2 – SLP
MANAGING GROUPS AND TEAMS
Communication Climate
Communication is the grease which makes relationships in organizations run smoothly, and by extension,
directly affects the effectiveness of the organization itself. Communication climate refers to the mood or
tone of interpersonal communications and determines in great part how people feel about each other and
how they carry out their work activities. Thus, communication climate has a great deal of influence over
the organizational climate or general atmosphere of the work environment. Read the following blog about
what it is like to work in a defensive climate:
Dukes, A.J. (2012). Defensive v Supportive Climates in the Workplace. Retrieved from
http://scom 320class.blogspot.com/2012/07/defensive-v-supportive-climates-in.html
As you can see from this blog entry, defensive climates create a situation where employees do not raise
work concerns or communicate their needs. They are careful about what they say and guard their
opinions. Frequently they exhibit low motivation.
Supportive climates, on the other hand, encourage employee participation and engagement, an open
exchange of information, and constructive conflict. Employees who work in supportive environments often
exhibit greater organizational commitment, an attitude cited as highly desirable in Module 1
The Communication Climate Inventory was developed as a means of measuring the degree of
supportiveness and defensiveness in an organization. For this SLP, take the inventory and score your
organization’s communication climate using the scale below. Take the Communication Climate Inventory.
Defensive Score
Defensive
25
30 35
Defensive to Neutral
36 40 45 50 55
18
Neutral to Supportive
56 60 65 70 75
Supportive
76 80 85 90
Supportive Score
Supportive
18 25 30 35 36
Supportive to Neutral
40 45 50 55
Neutral to Defensive Defensive
56 60 65 70 75 76 80 85 90
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