UNIT-IV DIRECTING

UNIT-IV DIRECTING

Foundations of individual and group behaviour –

motivation – motivation theories – motivational
techniques – job satisfaction – job enrichment –
leadership – types and theories of leadership –
communication – process of communication –
barrier in communication – effective
communication –communication and IT.
DIRECTING
• "Activating deals with the steps a manager takes to get sub-
ordinates and others to carry out plans" - Newman and Warren.
• Directing concerns the total manner in which a manager
influences the actions of subordinates.
• It is the final action of a manager in getting others to act after all
preparations have been completed.
• Characteristics
– Elements of Management
– Continuing Function
– Pervasive Function
– Creative Function
– Linking function
– Management of Human Factor
DIRECTING
• Scope of Directing
– Initiates action
– Ensures coordination
– Improves efficiency
– Facilitates change
– Assists stability and growth
Elements of Directing : The three elements of directing are,
• Motivation
• Leadership
• Communication
Foundations of individual and group behaviour
• Behavior : Actions of people
• Organizational Behavior (OB) is the study of the actions of people
at work.
• Focus of OB : Three major areas
– Individual behavior : attitudes, personality, perception, learning, and
motivation
– Group behavior : norms, roles, team building, leadership, and conflict.
– Organizational behavior : structure, culture, and human resource policies
and practices.
• Goals of Organizational Behavior :
– Explain : why employees engage in some behaviors?
– Predict : how employees will respond to various actions and decisions?
– Influence behavior : how employees behave?
Employee behaviors are we specifically concerned: (6 concerns)
• Employee Productivity : performance measure of both work efficiency and
effectiveness.
• Absenteeism : failure to show up for work.
• Turnover : voluntary and involuntary permanent withdrawal from an
organization.
• Organizational citizenship behavior (OCB) : unrestricted behavior, but which
promotes the effective functioning of the organization.
• Job satisfaction : employee’s general attitude toward his or her job.
• Workplace misbehavior : intentional employee behavior that is potentially
harmful to the organization or individuals within the organization.
Attitudes in Job performance: ( 3 components)
• Cognitive component : an attitude is made up of the beliefs, opinions,
knowledge, and information held by a person. ( Sept 11 Incident)
• Affective component : emotional or feeling part of an attitude.
• Behavioral component : an attitude refers to an intention to behave in a certain
way toward someone or something.
Attitudes an Employee must hold:
• Job satisfaction
• Job involvement
• organizational commitment
• employee engagement
Personality:
• An individual’s personality is a unique combination of emotional, thought, and
behavioral patterns that affect how a person reacts to situations and interacts
with others.
• Personality is most often described in terms of measurable traits that a person
exhibits.
• Quiet, passive, loud, aggressive, ambitious, extroverted, loyal, tense, or sociable
THE BIG FIVE MODEL OF PERSONALITY:
1 Extraversion : A personality dimension that describes the degree to
which someone is sociable, talkative, and assertive.
2 Agreeableness : A personality dimension that describes the degree
to which someone is good-natured, cooperative, and trusting.
3 Meticulousness : A personality dimension that describes the degree
to which someone is responsible, dependable, persistent, and
achievement oriented.
4 Emotional stability : A personality dimension that describes the
degree to which someone is calm, enthusiastic, and secure
(positive) or tense, nervous, depressed, and insecure (negative).
5 Openness : To experience A personality dimension that describes
the degree to which someone is imaginative, artistically sensitive,
and intellectual.
EMOTIONAL INTELLIGENCE:
• People who understand their own emotions and are good at reading others’
emotions may be more effective in their jobs.
• Emotional intelligence (EI) refers to an assortment of non-cognitive skills,
capabilities, and competencies that influences a person’s ability to cope with
environmental demands and pressures.
• It’s composed of five dimensions:
– Self-awareness - Being aware of what you’re feeling
– Self-management - Managing your own emotions and impulses.
– Self-motivation - Persisting in the face of setbacks and failures.
– Empathy - Sensing how others are feeling. Social skills.
– Adapting - to and handling the emotions of others
PERCEPTION :
• Perception is a process by which we give meaning to our environment by
organizing and interpreting sensory impressions.
Social Learning Theory:
• The view that we can learn both through observation and direct experience is
called social learning theory.
• The amount of influence that these models have on an individual is determined
by four processes:
1. Attentional processes: People learn from a model when they recognize and pay
attention to its critical features.
2. Retention processes: A model’s influence will depend on how well the individual
remembers the model’s action, even after the model is no longer readily
available.
3. Motor reproduction processes: After a person has seen a new behavior by
observing the model, the watching must become doing. This process then
demonstrates that the individual can actually do the modeled activities.
4. Reinforcement processes: Individuals will be motivated to exhibit the modeled
behavior if positive incentives or rewards are provided. Behaviors that are
reinforced will be given more attention, learned better, and performed more
often.
• GROUP : A group is defined as two or more interacting and
interdependent individuals who come together to achieve specific
goals.
• Formal groups are work groups that are defined by the
organization’s structure and have designated work assignments
and specific tasks directed at accomplishing organizational goals.
– Command groups
– Task groups
– Cross-functional teams
– Self-managed teams
• Informal groups are social groups. These groups occur naturally in
the workplace and tend to form around friendships and common
interests.
Stages of Group Development : ( 5 STAGES)
• Forming, Storming, Norming, Performing, And Adjourning
STAGE-I – FORMING: ( 2 PHASES)
– 1ST PHASE : people join the group.
– 2ND PHASE : defining the group’s purpose, structure, and leadership.
• This stage is complete when members begin to think of themselves as part of a
group
STAGE-II - STORMING STAGE: (intra-group conflict)
• There’s conflict over who will control the group and what the group needs to be
doing.
• A relatively clear hierarchy of leadership and agreement on the group’s
direction will be evident.
STAGE –III - NORMING STAGE:
• Close relationships develop.
• Demonstrates a strong sense of group identity
• This stage is complete when the group structure solidifies and the group has
assimilated a common set of expectations (or norms) regarding member
behavior.
STAGE-IV - performing stage : ( last stage for permanent group)
• The group moves to the stage of getting to know each other to
working as group.
• This is the last stage of development for permanent work groups.
STAGE-V - Adjourning stage: ( last stage for temporary group)
• For temporary groups—project teams, task forces, or similar
groups that have a limited task to do—the final stage is the
adjourning stage.
• The group prepares to disband.
• Attention is focused on wrapping up activities instead of task
performance.
• Group members react in different ways. ( Some thrilled about
accomplishment, some sad over the loss of friendships)
The major concepts of group behavior:
• The basic foundation for understanding group behavior includes roles, norms
and conformity, status systems, group size, and group cohesiveness.
• Roles : A role refers to behavior patterns expected of someone who occupies a
given position in a social unit.
• Norms and Conformity: All groups have established norms, acceptable
standards that are shared by the group’s members.
– Norms dictate output levels, absenteeism rates, promptness or tardiness, the
amount of socializing allowed on the job, and so on.
• Status systems : Status is a prestige grading, position, or rank within a group.
– Status may be informally conferred by characteristics such as education, age, skill, or
experience.
• Group size : As groups get incrementally larger, the contribution of individual
members often tends to lessen.
• Cohesive Groups : The degree to which members are attracted to one another
and share the group’s goals.
MOTIVATION
• Motivation refers to the process by which a person’s efforts
are energized, directed, and sustained toward attaining a goal.
• This definition has three key elements:
– Energy, Direction, and Persistence.
• The energy element is a measure of intensity or drive.
• High levels of effort don’t necessarily lead to favorable job performance
unless the effort is channeled in a direction that benefits the organization.
• We want employees to persist in putting forth effort to achieve those goals.
• According to Koontz and O'Donnell, "Motivation is a class of drives, needs,
wishes and similar forces".
NATURE AND CHARACTERISTICS OF MOTIVATION :
• Motivation is an Internal Feeling
• Motivation is Related to Needs
• Motivation Produces Goal-Directed Behavior
• Motivation can be either Positive or Negative
MOTIVATION
IMPORTANCE OF MOTIVATION
• By motivating the work force, management creates "will to work" which is
necessary for the achievement of organizational goals.
• Motivation is one of the important elements in the directing process.
• Workers will tend to be as efficient as possible by improving upon their skills and
knowledge.
• For performing any tasks, two things are necessary. They are:
– (a) ability to work (b) willingness to work.
• Organizational effectiveness.
• Good industrial relations in the organization.
• Best remedy for resistance to changes.
• Facilitates the maximum utilization.
• Promotes a sense of belonging among the workers.
• Grow and develop.
MOTIVATION
TYPES OF MOTIVATION TECHNIQUES:
• If a manager wants to get work done by his employees, he may either hold out a
promise of a reward (positive motivation) or he/she may install fear (negative
motivation).
1) Positive Motivation :
• Based on reward.
• According to Flippo - "Positive motivation is a process of attempting to influence
others to do your will through the possibility of gain or reward".
• Incentive motivation is the "pull" mechanism.
• Praise and credit for work done.
• Wages and Salaries.
• Appreciation.
• A sincere interest in subordinates as individuals.
• Delegation of authority and responsibility.
MOTIVATION
TYPES OF MOTIVATION TECHNIQUES:
• If a manager wants to get work done by his employees, he may either hold out a
promise of a reward (positive motivation) or he/she may install fear (negative
motivation).
1) Negative Motivation:
• This type of motivation is based on force and fear.
• They may fear the consequences.
• Involves the possibility of decreased motive satisfaction.
• It is a "push" mechanism.
• Results in frustration among those punished, leading to the development of
maladaptive behavior.
• Creates a aggressive state of mind and an unfavorable attitude to the job.
• There is no management which has not used the negative motivation at some
time or the other.
MOTIVATION
MOTIVATION THEORIES:
• Four specific theories formulated earlier are probably still the best-
known explanations of employee motivation although they’ve
been criticized and questioned.
• They include,
– The hierarchy of needs theory,
– Theories X and Y,
– The two-factor theory,
– The three-needs theory.
• They represent the foundation from which contemporary theories
grew.
• Practicing managers regularly use these theories and their
terminology in explaining employee motivation.
MOTIVATION
1. Maslow’s Hierarchy of Needs Theory: (addresses employee needs)
• The best-known motivation theory is probably Abraham Maslow’s hierarchy of
needs theory.
• He who proposed that within every person is a hierarchy of five needs:
1. Physiological needs: Food, drink, shelter, and other physical requirements.
2. Safety needs: Security and protection from physical and emotional harm, as well as assurance
that physical needs will continue to be met
3. Social needs: Affection, belongingness, acceptance, and friendship
4. Esteem needs: Internal esteem factors such as self-respect, autonomy, and achievement and
external esteem factors such as status, recognition, and attention
5. Self-actualization needs: Growth, achieving one’s potential, and self-fulfillment; the drive to
become what one is capable of becoming
• Maslow argued that each level in the needs hierarchy must be substantially
satisfied before the next need becomes dominant.
• No. 1,2  Lower level needs
• No. 3,4,5  Higher level needs
• Lower-order needs are predominantly satisfied externally while higher-order
needs are satisfied internally.
MOTIVATION
1. Maslow’s Hierarchy of Needs Theory: (addresses employee needs)
• Managers using Maslow’s hierarchy to motivate employees do things to satisfy
employees’ needs.
• To motivate someone, you need to understand what need level that person is
on in the hierarchy and focus on satisfying needs at or above that level.
• Maslow’s need theory is widely recognized, especially among practicing
managers.
MOTIVATION
2. McGregor’s Theory X and Theory Y:
• Douglas McGregor is best known for proposing two assumptions
about human nature: Theory X and Theory Y.
• Theory X is a negative view of people that assumes workers have
little ambition, dislike work, want to avoid responsibility, and need
to be closely controlled to work effectively.
• Theory Y is a positive view that assumes employees enjoy work,
seek out and accept responsibility, and exercise self-direction.
• He believed that Theory Y assumptions should guide management
practice.
• Unfortunately, no evidence confirms that either set of assumptions
is valid or that being a Theory Y manager is the only way to
motivate employees.
• Sometimes, Theory X style works too; It was that if you need help,
ask for it. It may be a harsh approach, but it may work.
MOTIVATION
3. Herzberg’s Two Factor Theory :(motivation-hygiene theory)
• It proposes that intrinsic factors are related to job satisfaction, while extrinsic
factors are associated with job dissatisfaction.
MOTIVATION
• Herzberg wanted to know when people felt exceptionally good (satisfied) or
bad (dissatisfied) about their jobs.
• He concluded it with the replies people gave when they felt good about their
jobs & otherwise.
• Characteristics were consistently related to job satisfaction ( factors at the left
side of the diagram in slide no:24)
• Others to job dissatisfaction (factors on the right side of the diagram in slide
no:24)
• Removing dissatisfying characteristics from a job would not necessarily make
that job more satisfying.
• The opposite of “satisfaction” is “no satisfaction,” and the opposite of
“dissatisfaction” is “no dissatisfaction.”
• Herzberg believed that the factors that led to job satisfaction were separate
and distinct from those that led to job dissatisfaction.
MOTIVATION
• The extrinsic factors that create job dissatisfaction were called hygiene factors.
• When these factors are adequate, people won’t be dissatisfied, but they won’t
be satisfied (or motivated) either.
• To motivate people, Herzberg suggested emphasizing motivators, the intrinsic
factors having to do with the job itself.
• Although some critics said his theory was too simplistic, it has influenced how
we currently design jobs.
MOTIVATION
4. McClelland’s Three-Needs Theory :
• David McClelland and his associates proposed the three-needs
theory, which says three acquired needs are major motives in work.
Three needs:
Need for achievement (nAch) : Drive to succeed and excel in relation
to a set of standards
Need for power (nPow) : need to make others behave in a way that
they would not have behaved otherwise.
Need for affiliation (nAff) : desire for friendly and close interpersonal
relationships.
• Of these three needs, the need for achievement has been
researched the most.
• The best managers tend to be high in the need for power and low
in the need for affiliation.
Case study
• Do a research on contemporary motivation
approaches which includes,
1. Goal-setting theory
2. Job design theory
3. Equity theory
4. Expectancy theory
JOB SATISFACTION
• Employee satisfaction (Job satisfaction) is the terminology used to describe
whether employees are happy, contented and fulfilling their desires and
needs at work.
• Employee satisfaction is often measured by anonymous employee
satisfaction surveys administered periodically that gauge employee
satisfaction in areas such as:
– Management
– understanding of mission and vision
– Empowerment
– Teamwork
– Communication
– Coworker interaction
• The facets of employee satisfaction measured vary from company to
company.
• A second method used to measure employee satisfaction is meeting with
small groups of employees and asking the same questions verbally.
• Depending on the culture of the company, either method can contribute
knowledge about employee satisfaction to managers and employees.
LEADERSHIP
• Leader is someone who can influence others and who has
managerial authority.
• Leadership is what leaders do. It’s a process of leading a group
and influencing that group to achieve its goals.
• Leading is one of the four management functions, ideally all
managers should be leaders.
Importance of Leadership:
• Aid to authority
• Motive power to group efforts
• Basics for co operation
• Integration of Formal and Informal Organization.
LEADERSHIP STYLES/BEHAVIORS:
1. Autocratic style ( centralize authority)
2. Democratic Style ( decentralized authority)
3. Laissez- Faire Style ( with minimal restricted freedom)
LEADERSHIP
1. Autocratic style : A leader who typically tends to centralize authority,
dictate work methods, make unilateral (one-sided) decisions, and limit
employee participation.
2. Democratic style : Tends to involve employees in decision making, delegates
authority, encourages participation in deciding work methods and goals,
and uses feedback as an opportunity to coach employees.
a) Consultative : a democratic-consultative leader seeks input and hears
the concerns and issues of employees but makes the final decision him-
or herself.
b) Participative : a democratic-participative leader often allows employees
to have a say in what’s decided. Here, decisions are made by the group,
with the leader providing one input to that group.
3. Laissez-faire style : Generally gives his or her employees complete freedom
to make decisions and to complete their work in whatever way they see fit.
A laissez-faire leader might simply provide necessary materials and answer
questions.
LEADERSHIP
LEADERSHIPTHEORIES
Four contingency theories:
1. contingency model by Fiedler
2. Situational leadership theory (SLT) by Hersey-blanchard
3. Leader-participation by Victor Vroom and Phillip Yetton.
4. Path-goal by Robert House.
• Each looks at defining leadership style and the situation, and attempts to
answer the if-then contingencies.
1. Fiedler contingency model :
• Effective group performance depended upon properly matching the leader’s

style and the amount of control and influence in the situation.
(1) To define those leadership styles and the different types of situations.
(2) Identify the appropriate combinations of style and situation.
LEADERSHIP
• Fiedler proposed that a key factor in leadership success was an individual’s
basic leadership style, either task oriented or relationship oriented.
• Least-preferred Co-worker Questionnaire (LPC) : To measure a leader’s style.
– Which contains 18 pairs of contrasting adjectives—for example, pleasant–
unpleasant, cold–warm, boring–interesting, or friendly–unfriendly.
– Respondents were asked to think of all the co-workers they had ever had
and to describe that one person they least enjoyed working with by rating
him or her on a scale of 1 to 8 for each of the sets of adjectives.
– If the score is high - the style would be described as relationship oriented.
– If the score is low - style would be labeled as task oriented.
• Fiedler’s research uncovered three contingency dimensions that defined the
key situational factors in leader effectiveness. These were:
– Leader-member relations: The degree of confidence, trust, and respect
employees had for their leader; rated as either good or poor.
– Task structure: The degree to which job assignments were formalized and
structured; rated as either high or low.
– Position power: The degree of influence a leader had over activities such as
hiring, firing, discipline, promotions, and salary increases; rated as either
strong or weak.
LEADERSHIP
LEADERSHIP
2. Situational leadership theory (SLT) by Hersey-blanchard:(How Do
Followers’ Willingness and Ability Influence Leaders?)
• It is a contingency theory that focuses on followers’ readiness.
• Readiness, as defined by Hersey and Blanchard refers to the extent to which
people have the ability and willingness to accomplish a specific task.
• SLT uses the same two leadership dimensions that Fiedler identified: task and
relationship behaviors.
• Hersey and Blanchard go a step further by considering each as either high or low
and then combining them into four specific leadership styles described as
follows:
– Telling (high task–low relationship): The leader defines roles and tells people
what, how, when, and where to do various tasks.
– Selling (high task–high relationship): The leader provides both directive and
supportive behavior.
– Participating (low task–high relationship): The leader and followers share in
decision making; the main role of the leader is facilitating and
communicating.
– Delegating (low task–low relationship): The leader provides little direction or
support.
LEADERSHIP
2. Situational leadership theory (SLT) by Hersey-blanchard:
The final component in the model is the four stages of follower readiness:
• R1: People are both unable and unwilling to take responsibility for doing
something. Followers aren’t competent or confident.
• R2: People are unable but willing to do the necessary job tasks. Followers are
motivated but lack the appropriate skills.
• R3: People are able but unwilling to do what the leader wants. Followers are
competent, but don’t want to do something.
• R4: People are both able and willing to do what is asked of them.
• SLT essentially views the leader-follower relationship as like that of a parent and
a child.
• It acknowledges the importance of followers and builds on the logic that
leaders can compensate for ability and motivational limitations in their
followers.
LEADERSHIP
3. Leader-participation by Victor Vroom and Phillip Yetton : (How
Participative Should a Leader Be?)
• Leader-participation Model that related leadership behavior and participation
to decision making.
• leader behavior must adjust to reflect the task structure.
• The model was a decision tree incorporating 12 contingencies (whose
relevance could be identified by making yes or no choices) and five alternative
leadership styles.
LEADERSHIP
3. Leader-participation by Victor Vroom and Phillip Yetton :
• Vroom and Jago have developed a computer program to

guide managers through all the decision branches in the
revised model.
• The leader-participation model confirms that leadership
research should be directed at the situation rather than
at the person.
• makes more sense to talk about autocratic and
participative situations than autocratic and participative
leaders.
• The leader-participation model assumes that the leader
can adapt his or her style to different situations.
LEADERSHIP
4. Path-goal by Robert House: (How Do Leaders Help Followers?)
• Leader’s job is to assist followers in attaining their goals and to provide direction or
support needed to ensure that their goals are compatible with the goals of the group
or organization.
• The term path-goal is derived from the belief that effective leaders clarify the path to
help their followers get from where they are to the achievement of their work goals
and make the journey along the path easier by reducing roadblocks and pitfalls.
House identified four leadership behaviors:
• Directive leader: Lets subordinates know what’s expected of them, schedules work
to be done, and gives specific guidance on how to accomplish tasks.
• Supportive leader: Shows concern for the needs of followers and is friendly.
• Participative leader: Consults with group members and uses their suggestions before
making a decision.
• Achievement-oriented leader: Sets challenging goals and expects followers to
perform at their highest level.
LEADERSHIP
4. Path-goal by Robert House: (How Do Leaders Help Followers?)
• House assumed that leaders are flexible and can display any or all
of these leadership styles depending on the situation.
• path-goal theory proposes two situational or contingency
variables that moderate the leadership behavior-outcome
relationship:
• Environment : outside the control of the follower.
• personal characteristics: including locus of control, experience,
and perceived ability.
LEADERSHIP
CASE STUDY :
What Do the Four Contemporary Views of Leadership Tell Us?
• Leader-member Exchange (LMX)

• Transformational transactional Leadership
• Charismatic-visionary Leadership
• Team Leadership
REFER TEXT BOOK – I – Page no: 310 – Part-4

COMMUNICATION
• A manager can’t formulate strategy or make a decision without
information. That information has to be communicated.
• Once a decision is made, communication must again take place.
• The best idea, the most creative suggestion, or the finest plan
cannot take form without communication.
• Ineffective communication skills can lead to a continuous stream
of problems for a manager.
• Communication : which is a transfer of understanding and
meaning from one person to another.
• Communication can be thought of as a process or flow.
• It passes between a source (the sender) and a receiver.
• The message is encoded (converted to symbolic form) and is
passed by way of some medium (channel) to the receiver, who
retranslates (decodes) the message initiated by the sender.
COMMUNICATION
• Communication process : This model has seven parts: (1) the
communication source or sender, (2) encoding, (3) the message,
(4) the channel, (5) decoding, (6) the receiver, and (7) feedback.
COMMUNICATION
Communication process :
• The source initiates a message by encoding a thought.
– Four conditions affect the encoded message: skill, attitudes, knowledge,
and the social cultural system.
• The message is the actual physical product from the source that
conveys some purpose.
• The channel is the medium through which the message travels.
– Formal channels are established by the organization
– Informal channels are the Other forms of messages, such as personal or
social, that we follow the in the organization.(Grapevine)
• The receiver is the person to whom the message is directed.
– Before the message can be received, the symbols in it must be translated
into a form that can be understood by the receiver—the decoding of the
message.
• The final link in the communication process is a feedback loop.
– Feedback is the check on how successful we have been in transferring our
messages as originally intended.
COMMUNICATION
Guidelines for effective Communication:
• Senders of message must clarify in their minds what they want to
communicate. Purpose of the message and making a plan to achieve the
intended end must be clarified.
• Encoding and decoding be done with symbols that are familiar to the sender
and the receiver of the message.
• For the planning of the communication, other people should be consulted and
encouraged to participate.
• It is important to consider the needs of the receivers.
• In communication, tone of voice, the choice of language and the
congruency(appropriate) between what is said and how it is said influence the
reactions of the receiver of the message.
• Communication is complete only when the message is understood by the
receiver. ( analyzed using feedback)
• The function of communication is more than transmitting the information.
(interpersonal relationships between superiors & others)
• Effective communicating is not only the responsibility of the sender but also of
the receiver of the information.
COMMUNICATION
BARRIERSTOEFFECTIVECOMMUNICATION
• A number of interpersonal and intrapersonal barriers affect why the message
decoded by a receiver is often different from what the sender intended.
COMMUNICATION
EFFECTIVE COMMUNICATION:
Effective communication is defined as communication between two or more
persons in which the intended message is −
– properly encoded
– delivered through appropriate channel
– received
– properly decoded and understood by the recipient(s)
• In a business organization, communication is said to be effective when the
information or data shared among the employees effectively contribute
towards organization’s commercial success.
• American Management Association (AMA) has defined effective
communication based on the following ten points −
1. Clear idea regarding topics and receiver of communication.
2. Determination of purpose.
3. Understanding the environment of communication.
4. Planning for communication with consulting others
COMMUNICATION
5. Consider the content of the message.
6. To make the receiver aware about the value of communication.
7. There must be feedback from the receiver.
8. To define properly whether communication messages are of short-run or long-
run importance.
9. All actions must be suitable with communication.
10. Good listening.
• Effective Communication is defined as the ability to convey information to

another effectively and efficiently.
• Business managers with good verbal, nonverbal and written communication
skills help facilitate the sharing of information between people within a
company for its commercial benefit.
Significance of Effective Communication:(1/n)
• Construct and Foster Sustainable and Productive Relationship.
• Give space to Innovations
COMMUNICATION
Significance of Effective Communication:
• Help Build an Effective Team
• Effective Management
• Contributes to the Overall Growth of the Organization
Characteristics of Effective Communication

• Completeness of the Message
• Clearness and Integrity of the Message
• Clearness and Integrity of the Message
• Consideration of Physical Setting and the Recipient
• Clarity of the Message
• Courtesy to be Maintained
• Correctness of the Message
COMMUNICATION
COMMUNICATION AND IT:
• Information technology has radically changed the way organizational members
communicate.
• Three developments in information technology appear to have had a
significant effect on current managerial communication:
– Networked computer systems
– Wireless capabilities
– Knowledge management systems.
Networked computer systems:
• In a networked computer system, an organization links its computers together
through compatible hardware and software, creating an integrated
organizational network.
• E-mail is the instantaneous transmission of messages on computers that are
linked together.
• Instant messaging (IM) Some organization members who find e-mail slow and
cumbersome are using IM.
COMMUNICATION
• A voice-mail system digitizes a spoken message, transmits it over the network,
and stores the message on a disk for the receiver to retrieve later.
• Fax machines can transmit documents containing both text and graphics over
ordinary telephone lines.
• Electronic data interchange (EDI) is a way for organizations to exchange
business transaction documents such as invoices or purchase orders, using
direct computer-to-computer networks.
• Meetings—one-on-one, team, divisional, or organization-wide—have always
been one way to share information.
• Networked computer systems allow for organizational intranets and extranets.
• Internet-based voice communication, Skype, Vonage, and Yahoo, Gmeet,
zoom,etc.
Wireless capabilities:
• Smartphones, tablet computers, notebook computers, and mobile pocket
communication devices have spawned a whole new way for managers to
“keep in touch.”
COMMUNICATION
Wireless capabilities:
• Smartphones, tablet computers, notebook computers, and mobile pocket
communication devices have spawned a whole new way for managers to
“keep in touch.”
• Globally, millions of users use wireless technology to send and receive
information from anywhere.
• Employees no longer have to be at their desks with their computers plugged in
and turned on in order to communicate with others in the organization.
Knowledge management systems:
• Knowledge management involves cultivating a learning culture in which
organizational members systematically gather knowledge and share it with
others in the organization so as to achieve better performance.
• “knowledge” is shared with all employees through computer-based
applications and through community of interest teams that meet regularly
throughout the company.
• Today’s technologies are helping improve knowledge management and
facilitating organizational communications and decision making.
END OF UNIT-IV
THANK YOU

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UNIT-IV DIRECTING

Foundations of individual and group behaviour –

1. Fiedler contingency model :

• Effective group performance depended upon properly matching the leader’s

• Vroom and Jago have developed a computer program to

House identified four leadership behaviors:

What Do the Four Contemporary Views of Leadership Tell Us?

• Leader-member Exchange (LMX)

REFER TEXT BOOK – I – Page no: 310 – Part-4

• Effective Communication is defined as the ability to convey information to

Characteristics of Effective Communication

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